RETURNING MATERIALS:
)V1ESI.] P1ace in book drop to
LIBRARIES remove this checkout from
—;-—. your record. FINES M”
be charged if book is
returned after the date
stamped be10w.

 

 

 

 

 

MIDDLE SCHOOL SOCIAL STUDIES INSTRUCTION IN
SAUDI ARABIA: PERCEPTION OF IN-SERVICE NEEDS

BY

Dhaifalla A. Al-Thobaitey

A DISSERTATION

Submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

Department of Teacher Education

1988

AB ST RACT

MIDDLE SCHOOL SOCIAL STUDIES INSTRUCTION IN
SAUDI ARABIA: PERCEPTION OF IN-SERVICE NEEDS

BY

Dhaifalla A. Al-Thobaitey

The major purpose of this study was to identify
the need for in-service training of male intermediate
school social studies teachers in Saudi Arabia as
perceived by male social studies teachers, social
studies supervisors, and school principals. Various
needs were explored in six instructional areas,
including social studies goals, subject-matter content,
teaching methods, instructional media, student
evaluation, and learning environment. The study also
identified five most-needed competencies for in-service
training, characteristics of an outstanding social
studies teacher, and major problems facing the social
studies teachers.

The sample of the study included 255 social
studies teachers, supervisors. and school principals

from three cities in Saudi Arabia.

Al-Thobaitey

Six major characteristics of an outstanding social
studies teacher were identified: very well-versed in the
subject-matter area, having knowledge of other school
subjects, having a personality that attracts students
for more learning, ability to convey information to the
student using suitable techniques, ability to use
instructional media and resources, and having an
interest in teaching the subject. Six major problems
facing social studies teachers, the roles of supervisors
and principals i1: developing teachers' teaching
competency, and the most-needed competencies for
in-service training were identified.

Most of the teachers had not attended in-service
training programs; furthermore, none of those who had
attended in-service training had participated in the
planning of their programs. Most of the teachers were
willing to attend in-service training on their own time,
although teaching experience and major were found to be
related to their willingness to attend. However,
supervisors and principals perceived that teachers had
only a moderate willingness to attend in-service
training on their own time.

Teachers expressed average need for in-service
training programs in all the six instructional areas,

while supervisors and principals perceived above-average

Al-Thobaitey

need. Subject-matter taught, number of travels outside
Saudi Arabia, and attendance at previous training were
related to teachers' perceptions regarding in-service
training, while college of graduation was related to
principals' perceptions regarding in-service training of
teachers. Teachers' perceptions regarding their need
for in-service training was found to be significantly

different than those of the supervisors and principals.

COpyright by
DHAIFALLA A. AL-THOBAITEY

1988

DEDICATION

To my late mother Moslemeh Al-Thobaitey
(may Allah have mercy upon her), my father
Awadh Al-Thobaitey, my wife Noor Al-Aufi,

my brothers and sister Khames, Hamdan,
Abdulah, and Hiah Al-Thobaitey, for their

concerns and prayers, and to those

who contributed to my education

vi

ACKNOWLEDGMENTS

Thanks and praise to Allah: His help we seek and
His guidance we search for. And the peace and blessings
of Allah be upon His servant and messenger, Muhammad,
who conveyed the mission, performed the honesty, advised
the nation, and lighted the way for mankind.

I wish to express my gratitude and appreciation to
all those who contributed their time, energy, and
knowledge to enable the completion of this study.

Sincere. thanks and deep gratitude go to Professor
William Joyce, chairperson of the doctoral guidance
committee, who was never too busy when help was needed,
for his useful concern, encouragement, comments,
guidance, enriching insight, and advice. Grateful
acknowledgment and appreciation are extended to
Professors Robert Craig, Kenneth Neff, and James Snoddy
for their willingness to serve on my doctoral committee
and for their valuable and useful suggestions and
comments. Special thanks go to Professor Robert Craig
for his useful feedback on the data analysis.

I would like to express my special thanks to the
University of Umm Al-Qura for their financial support of
my education.

vii

Also, I wish to thank Mr. Ali Al-Ghamdi, Dr. Awad
Al-Herbi, Mr. Mohanna Al-Lami, Dr. Abulhehsen Al-Otabi,
Dr. Abdulrahman Al-Shawan, Dr. Mulaihan Althubaity, Dr.
Ayeed Al-Thupiti, Dr. Khedran Al-Thupiti, and Dr. Ali
Aseeri for reviewing the two versions of the
questionnaire and/or participating in the data
collection process. I would also like to express my
appreciation to Mr. Othman Al-Seeny for reviewing the
Arabic version of the questionnaire.

My appreciation goes to the teachers, supervisors,
and principals who participated in this study and who
made the collection of data possible. I also wish to
thank those Ministry of Education officials in the
Directorate General of Educational Development, Riyadh
district, Dammam district, and Taif district who
provided access to the participants. Additional thanks
are given to Dr. Abdul-Razak Habib for his assistance
with the computer analysis.

Finally, deepest, thanks are given to my wife Noor
Al-Aufi for her support, encouragement, patience, and

prayers throughout my study in the United States.

viii

TABLE OF CONTENTS

LIST OF TABLES . . . . . . . . . . . . . . . . . . . xii
LIST OF FIGURES . . . . . . . . . . . . . . . . . xvii
Chapter I

I. DIMENSIONS OF THE STUDY . . . . . . . . . . . . l

Intrqution O O I O O O O O O O O O O O I O 1
Background of the Problem: Th Necessity fo

In-Service Training Programs . . . . . . . 3
Statement of the Problem . . . . . . . . . . 8
Purpose of the Study . . . . . . . . . . . . 9
Need for the Study . . . . . . . . . . . . . 10

The Importance of Identifying Teachers'
Needs and Its Impact on In-Service
Training Programs . . . . . . . .

Significance of the Study . . . . .

Research Questions . . . . . . . .

Rationale of the Research Questions

Hypotheses . . . . . . . . . . . .

Limitations and Delimitations of the S

Definitions of Terms . . . . . . . .

Organization of the Study . . . . . .

cor-foo...
:3
seasons.
‘<
N
A

II. LITERATURE “VIEW 0 O O C O O O C O O O O O O O 29

Impact of the Nature of Social Studies as
a Discipline on Teachers' Needs for
In-service Training . . . . . . . . . . . 30
Present Status of Pre-service and In-
service Training Programs for Intermediate-
School Social Studies Teachers in Saudi
Arabia . . . . . . . . . . . . . . . . . . 32
A. A Brief Overview of the Status of Pre-
service Preparation of Social Studies
Teachers in Saudi Arabia . . . . . . . 34
B. A Brief Overview of the In-service
Training of Secondary School Staffs in
Saudi Arabia . . . . . . . . . . . . . 39

ix

III.

IV.

Page

Results of Some Related Studies Carried

Out in Saudi Arabia on the Education of

Social Studies'Teachers . . . . . . . . . . 44
Results of Some Related Studies Carried

Out in Saudi Arabia in Teacher Education

in General . . . . . . . . . . . . . . . . 49
Results of Some Related Studies Carried

Out in the United States and in Other

Foreign Countries Regarding Social Studies

Teachers' General Education and Needs for

In-service Training . . . . . . . . . . . . 51
Results of Some Related Studies Carried

Out in the United States and in Other

Foreign Countries Regarding Teachers'

Needs Assessment and Teachers' Education . 56
Summary................... 62

RESEARCH METHODOLOGY AND PROCEDURE OF DATA

COLLECTION . . . . . . . . . . . . . . . . . 65
The Instruments of Data Collection . . . . . 65
DevelOpment of the Instrument . . . . . . . . 69
Translation of the Instrument and the

Procedure of Its Face-Validity . . . . . . 73
Pilot Study . . . . . . . . . . . . . . . . . 74
Validity . . . . . . . . . . . . . . . . . 75
Reliability . . . . . . . . . . . . . . . . . 76
Population . . . . . . . . . . . . . . . . . 77
Sample . . . . . . . . . . . . . . . . . . . 78
Instrument Distribution and Data Collection . 81
Analysis of the Data . . . . . . . . . . . . 84
Summary . . . . . . . . . . . . . . . . . . . 85

ANALYSIS OF DATA . . . . . . . . . . . . . . . . 86

Characteristics of the Respondents . . . . . 88
Perceptions of Respondents Regarding

Characteristics of Outstanding Social

Studies'Teachers and the Problems They Face 95
Perceptions of Supervisors and Principals and

Expectations of Teachers for Regarding

Actual Roles of Supervisors and Principals

in DevelOping Social Studies'reachers . . . 98
Attendance At and Participation in Planning

and Evaluating In-Service Training Programs

by Teachers, Supervisors and Principals . . 103
Willingness of Social Studies'Teachers to

Participate in In-Service Training Programs

on Their Own Time . . . . . . . . . . . . . 107

Perceptions of Teachers, Supervisors, and

Principals Regarding the Five Competencies

Most Needed for Social Studies Teachers'

In-Service Training Programs . . . . . .
Perceptions of Teachers, Supervisors, and

Principals Regarding Need of Social Studies

Teachers for In-Service
Goals and Objectives .
Subject Content . . . .
Teaching Methods . . .
Instructional Media . .
Student Evaluation . .
Learning Environment .

Training Programs

Six Selected Areas of Teaching Competency
Teachers' Perceptions of Their In-Service
Training Needs According to Their
Demographic Characteristics . . . . . . .
Perceptions of School Principals Regarding
the Needs of Social Studies'Teachers for

In-Service Programs . .

Differences Among Teachers, Supervisors, and

Page

110

115
116
118
120
122
124
126
128

129

141

Principals Regarding Social Studies Teachers'
Needs for In-Service Training Programs .

summary 0 O I O O I O O

V. SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS . .

Summary . . . . . . . .
Population and Sample .

Characteristics of Respondents

Methodology . . . . . .
Findings . . . . . . . .
Conclusions . . . . .

Recommendations . . . . .

Recommendations for Further Research

Recommendations to the Ministry of
Education and Saudi Universities . . .
Recommendations to Future Researchers . .

APPENDIX D O O O O O O I O O O I

Appendix A - Questionnaire (English version)

Appendix B - Questionnaire (Arabic version)
Appendix C - Correspondence Related to the

Research . . . . . . .
BIBLIOGRAPHY O O O 0 O O 0 0 O 0

xi

149
154

157

157
160
161
162
162
178
187
189

189
197

201

201
225

260
273

LIST OF TABLES

Participation of intermediate and secondary
school staff in in-service training
programs, 1971-1986 e o o o o o o o o o o 0

Distribution by city of the schools contacted
for the B tudy O O O O O O O O O O O O O O 0

Distribution of participants by city and by
position 0 O O O O O O O I O O O O O O O 0

Distribution by position of questionnaires
that were distributed, returned, and usable

Distribution of Respondents by Age . . . . .

Distribution of Respondents by Marital
Status 0 O O O O O O O O O O O O O O O O 0

Distribution of Respondents by College
of Graduation . . . . . . . . . . . . . .

Distribution of Respondents by Major Field .

Distribution of Respondents by Highest
Degree Held Above the Undergraduate Level .

Distribution of Respondents by Travel
Abroad O O O O O O O O O O O O O I O O O 0

Distribution of Respondents by Teaching
Experience in Social Studies, Supervision
Experience in Social Studies, and School
Administration Experience . . . . . . . . .

Characteristics of Outstanding Social Studies
Teachers, as Rated by Respondent Groups . .

Major Problems Facing Social Studies
Teachers, as Rated by Respondent Groups . .

xii

Page

43

8O

81

83

9O

90

91

92

93

93

94

96

97

4.10

Percentage of Agreement Regarding the Roles
of Supervisors and Principals in Developing
Teacher Competencies . . . . . . . . . . .

Distribution of Respondents by Attendance at
an In-Service Training Program . . . . .

Distribution of Respondents byIDuration
of Previous In-Service Teaching Programs .

Distribution of Respondents by Program Area
of Previous In-Service Teaching Programs .

Distribution of Respondents by Participation
in Planning of Previous Training Programs

Distribution of Respondents by Participation

in Evaluation of Previous Training Programs

Distribution of Teachers by Participation in
Social Studies Symposia in Last Two Years

Responses of Teachers, Supervisors, and
Principals Toward Teachers' Willingness to
Attend In-Service Training Programs on
Their Own Time . . . . . . . . . . . . . .

Willingness to Attend In-Service Training
Programs by Age Among Teachers . . . . .

Willingness to Attend In-Service Training
Programs by Marital Status Among Teachers

Willingness to Attend In-Service Training
Programs by Years of Teaching Experience
Among Teachers . . . . . . . . . . . . .

Willingness to Attend In-Service Training
Programs by Academic Major . . . . . . .

Rank-Order of the Five Most Needed
Competencies for In-Service Training of
Social Studies'reachers as Perceived by
Teachers Tremselves . . . . . . . . . . .

Rank-Order of the Five Most Needed
Competencies for In-Service Training of
Social Studies'reachers as Perceived by
School Principals . . . . . . . . . . . .

xiii

Page

99

103

104

105

106

106

106

108

109

109

110

110

112

113

4.25

4.26

4.31

4.32

4.33

4.34

4.35

Rank-Order of the Five Most Needed
Competencies for In-Service Training of
Social Studies'Teachers as Perceived by
Supervisors . . . . . . . . . . . . . . . .

Perceived Needs for Teacher In-Service
Training Programs in the Area of Goals and
Objectives 0 I O O O O O O O O O O O O O O

Perceived Needs for Teacher In-Service
Training Programs in the Area of Subject
Content 0 O O O O I O O O O I O O O O O O O

Perceived Needs for Teacher In-Service
Training Programs in the Area of Teaching
HethOds O O O O O O O O O O O I O O O O O O

Perceived Needs for Teacher In-Service
Training Programs in the Area of
Instructional Media . . . . . . . . . . . .

Perceived Needs for Teacher In-Service
Training Programs in the Area of Student
Evaluation 0 O O O O O O O O O O O O O O O

Perceived Needs for Teacher In-Service
Training Programs in the Area of Developing
Learning Environment . . . . . . . . . . .

Means and Standard Deviations of the Three
Groups in the Six Selected Areas of Teaching
competency O O O O O O O O O O O O O O O I

of Teachers' Perceived Need and MANOVA
ANOVA Results by Age . . . . . . . . .

Means
and

of Teachers' Perceived Need and MANOVA
ANOVA Results by Marital Status . . . .

Means
and

of Teachers' Perceived Need and MANOVA
ANOVA Results by Region of Work . . . .

Means
and

Means of Teachers' Perceived Need and MANOVA
and ANOVA Results by Travels to Other Arabic
States 0 O I O O O O O O O O O O I O O O 0

Means of Teachers' Perceived Need and MANOVA
and ANOVA Results by Travels to Non-Arab
Asian States . . . . . . . . . . . . . . .

xiv

Page

115

117

119

121

123

125

127

129

131

131

133

133

135

4.47

4.48

4.49

4.50

Means

of Teachers'

Countries . . .

Means
and

Means
and

Means
and

of Teachers'

ANOVA Results by Travels to

of Teachers'

Perceived Need
and ANOVA Results by Travels to

Perceived Need

Perceived Need

ANOVA Results by Major . .

of Teachers'

Perceived Need

Page

and MANOVA
European

135

and MANOVA

UOSOA O O O 137

and MANOVA

137

and MANOVA

ANOVA Results by Teaching Grade 8

History O O O O O O O O O O O O O O O O O O

Means
and

and MANOVA
at Previous

of Teachers' Perceived Need
ANOVA Results by Attendance

In-SerVice Training 0 o o o o o o o o o o 0

Means
and

Means
and

Means
and

Means
and

Means
and

and MANOVA
Graduation

of Teachers' Perceived Need
ANOVA Results by College of

of Teachers' Perceived Need and MANOVA
ANOVA Results by Teaching Experience .

of Principals' Perceived Need and MANOVA
ANOVA Results by Age . . . . . . . . .

of P‘rincipals' Perceived Need and MANOVA
ANOVA Results by Region of Work . . . .

of Plrincipals' Perceived Need and MANOVA
ANOVA Results by Travels to Other Arabic

States O O O O O O O O O O O O O O O O O O

Means
and

of Principals' Perceived Need and MANOVA
ANOVA Results by Travels to European

Countries O O O O O O O O O O O O O O O O O

Means
and

Means
and

Means
and

of Principals' Perceived Need and MANOVA
ANOVA Results by Academic Major . . . .

of Principals‘ Perceived Need and MANOVA
ANOVA Results by Level of Education . .

of Principals' Perceived Need and MANOVA
ANOVA Results by Principal's Experience

in School Administration . . . . . . . . . .

Means
and

of Principals' Perceived Need and MANOVA
ANOVA Results by College of Graduation .

XV

138

138

140

140

143

143

144

144

146

146

148

148

Page

4.52 Means of Principals' Perceived Need and MANOVA
and ANOVA Results by Attendance at Previous
In-Service Training Programs . . . . . . . . 150

4.53 Mean, Rank Order, and Standard Deviation of
the Perceived Need for In-Service Training
in the Selected Six Areas of Teaching
Competency . . . . . . . . . . . . . . . . . 152

4.54 Means of Principals' Perceived Need and MANOVA
and ANOVA Results by Position . . . . . . . 153

xvi

LIST OF FIGURES

Page
2.1 Colleges offering social studies programs
and intermediate school teacher training in
sandi Arabia O O O O O O O O O O O O O O O O 35

3.1 Map of the Kingdom of Saudi Arabia . . . . . . 79

xvii

CHAPTER I

DIMENSIONS OF THE STUDY

Introduction

 

Since the introduction of a modern public
educational system in Saudi Arabia in 1925 (Al-Zaid,
1982) and its enhancement with the formation of the
Ministry of Education in 1952 and the Presidency of
Girls' Education in 1960, the government of Saudi Arabia
has paid a great deal of attention. to the continual
development of a modern educational system. These
actions are the evidence of a firm belief by Saudi
Arabians that education bears heavy responsibilities in
the process of economic and social development and that
a thoroughly modern educational system is necessary to
lead the country in future development. Dhafar (1986)
has noted, "We see education as one of the most
important tools in the realization of our dream and the
secure route to establish Saudi Arabia lastingly in the
category of developed countries" (p. l).

The qualified teacher is an important factor in
the implementation of such an educational program and
the achievement of national goals and objectives. As

Maharak (1982) has strongly stated, "To provide

1

2

high-quality education, educators must prepare qualified
teachers who will help achieve the nation's educational
objectives and goals" (p. 14). The result of this
viewpoint has been ever renewed attention in Saudi
Arabia to teacher preparation, in general, and to
secondary school teacher preparation, in particular. It
was toward this end that the College of Teachers was
opened in 1952 in Makkah (Al-Zaid, 1982, p. 27).

Most efforts directed toward qualifying
intermediate school teachers, including social studies
teachers, have been given to strengthening pre-service
preparation. This emphasis stems from the fact that
Saudi Arabia's first priority is to fill many of the
teaching positions Open at each educational level to be
less dependent on foreign teachers. Shoaib (1980)
cogently points out that:

Since 1926 the Saudi Arabian educational system

has been suffering from a shortage of qualified

teachers. Although continuous development of
teacher training education has been carried out
over the last two decades, public education has
expanded rapidly, and Saudi teachers have been
unable to fill many of the teaching positions
open at each educational level. Therefore, the

Saudi Arabian educational system still depends

heavily on foreign teachers. (p. 126)

These in positions of responsibility have come to
realize the need for in-service training programs and
the role they could play in the improvement of teachers

competencies, whatever their initial preparation may

have been. Since then, the Ministry of Education in

3
Saudi Arabia considers in-service training as one of the
most important areas of interest because of its
important role in the process of improving teachers'
performance. Consequently, any valid information on
this subject will provide helpful support in the process
of implementing a successful program.
Background of the Problem: The Necessity
for In-Service Training Programs

Teaching is a cornerstone in the learning process,
and its responsibility is a crucial issue. It is among
the most complex and difficult responsibilities one can
assume. A teacher must have a variety of specialized
skills and knowledge in order to play an effective and
appropriate role in the teaching/learning process.
Teaching plays a crucial part in the development of the
individual human's mind and skills, while at the same
time it transmits society's values, experiences, and
morals to youth.

Rapid changes in many aspects of daily life
increase the amount of knowledge available to learn,
thereby creating continued demands for in-service
training programs for professionals, including public
school teachers. This updating of knowledge is
necessary so that teachers may c0pe with today's needs
and familiarize them with new information necessary for
tomorrow. Daresh (1986) has pointed out that "Knowledge

is increasing so rapidly that updated information must

4
be available to those involved with schools" (p. 150).
Further, El-Rashed (1984) has noted that, "The teacher
is considered an important channel through which
students achieve a considerable portion of their
learning" (p. 48). This trend of knowledge growing
exponentially is an encompassing fact of present-day
life and education. UNESCO (1985) notes, "The
pre-service and in-service education of teachers is
basic to the concept of lifelong education. Its
improvement is vital to the betterment of socio-economic
conditions throughout the world" (p. 7). The
implementation of any new curriculum and the
introduction of new instructional media are additional
reasons behind the need for in-service training programs
for teachers. Said (1976) points out, "The teaching
profession, as other professions, finds itself under
continuing challenge to cope with social and
technological changes. Due to the increased rate at
which new knowledge is being produced, teaching
effectiveness depends not only on keeping in touch with
substantive developments, but also on being aware of and
able to implement new curricula” (p. 12).

Saudi Arabia, along with other countries,
struggles to establish an effective teacher in—service
training program. The Educational Policy in the Saudi
{liabia Kingdom (Saudi Arabia, 1974) reflected this real

Preference for the professional development of

5

teachers. Article 170 of the policy states, "Teachers'
training is a continuous operation. A plan is set up to
train and rehabilitate professionally disqualified ones,
and another plan is set up to re-orient and improve the
standards of qualified ones." In addition, Article 171
states, "Teachers are given every opportunity to pursue
academic training that qualifies them for higher posts
in their fields of specialization. Measures to achieve
this objective shall be taken by educational
authorities." Furthermore, in 1975 a specialized
department for in-service activities was established in
the Ministry of Education to plan, organize, coordinate,
and conduct such a training program (Al-Ghamdi, 1982).
In 1981, this department became the Directorate General
for Educational Supervision and Training (Ministry of
Education, 1981, p. 116).

In practice, school administrators and other
leaders have had more attention paid to their in-service
training programs than teachers have. Al-Ghamdi (1982)
has pointed out, "School administrators and educational
leaders are offered more in-service opportunities than
teachers" (p. 159). This may be attributed to the fact
that most of today's principals were originally trained
only to be classroom teachers. With rapid growth of the
education system, many of those teachers moved to
administrative positions where they faced greater

responsibilities and required new skills in order to

6
serve as permanent supervisors and facilitators in the
creation of a suitable learning environment. In
response to these needs, expanded in-service training
programs were implemented for administrators.

In Saudi Arabia, social studies teachers in
intermediate and secondary schools, among others, lack
preparation in many areas. Al-Ismaeel (1981) has
pointed out, "Currently, social studies teachers in
Saudi Arabian secondary schools do not employ a wide
variety of teaching strategies within their classrooms"
(p. 85). Al-Shawan (1985) has indicated that ". . . the
lack of understanding of the concept of social studies
and teaching social studies as an end in itself and not
as a resource of feeling, thinking, and acting
contribute to the lack of real understanding of the
purpose of social studies" (p. 115). In addition,
Mukhtar (1984), in his study concerning the attitudes of
middle and secondary school social studies teachers
toward their pre-service preparation programs at Umm
al-Qura, indicated that teachers believed that they were
less adequately prepared in competencies related to
professionalism.

Colleges of Education in Saudi Arabia, which
primarily aim at preparing intermediate and secondary
school teachers, are not the only institutions that
train intermediate school teachers. Other colleges have

contributed their graduates to teach in intermediate and

7

secondary schools. Some of these graduates have not
enrolled in teacher preparation programs, while some
have been exposed to a lower quality teacher preparation
program than that offered in colleges of education in
Saudi Arabia. These teachers have moved into the
intermediate and secondary schools of Saudi Arabia
during the past two decades, and almost none of them
have attended an effective in-service training program
related to their jobs as social studies teachers. A
Ministry of Education report, titled "A Report on the
Quantitative and Qualitative Development in Education"
(Ministry of Education, 1983), showed that there were no
in-service training programs for social studies teachers
in intermediate schools.

The issue at hand is that teachers must keep up
with the developing knowledge and rapid change in their
areas <mf expertise. Accordingly, professional
development of teachers has increasingly been an
important concern of developed and developing countries
alike. To help social studies teachers in Saudi Arabian
intermediate schools overcome their professional
problems, many factors should be considered, among them
the identification of their needs for in-service
training programs and assessment of their present

competencies.

8
Statement of the Problem

During the past twenty years, a greatly increased
number of social studies teachers have been employed by
Saudi Arabian intermediate schools. Continuing
improvement is essential for them not only because they
lack preparation in some areas but also because most
have now taught for extended time periods with no
exposure to an effective in-service training program
that would improve their job competencies. In addition,
the Ministry of Education of Saudi Arabia has recently
recognized a strong interest in developing the social
studies curriculum and has expressed concern that
intensive studies be conducted for such development
(Banjar, 1984). Thus, in December 1986, the Ministry
asked all school districts to prepare for a meeting in
1987 for the purpose of developing the social studies
curriculum (Asharq Al-Awsat newspaper, December 7, 1986;
Ministry of Education, 1987a).

Social studies teachers will play an important
role in implementing the goals of any newly developed
social studies curriculum. Accordingly, enhancing the
competencies of teachers is necessary so that they may
be prepared to meet their responsibilities. As
Voneschenbach and Noland (1982) point out, "Evidence
exists that the innovative changes in the social studies
curriculum necessitated staff development through

in-service programs" (p. 16). In-service training

9
programs are a major way to develop the competencies of
teachers already on the job. But, as Al-Ghamdi (1982)
has noted, ”Many in-service trainees have expressed
dissatisfaction with the offered programs because such
programs were not based on the perceived needs of
participants" (p. 159).

Therefore, identification of needs must come
during the initial planning stage of any in-service
program. As Parker (1986) points out, "An early step in
staff development is an assessment of teacher needs in
relation to those of their students" (p. 3). Therefore,
effective professional development of social studies
teachers demands initial identification of their
particular needs, which will lead to the development of
in-service training programs with appropriate goals and
objectives. With such foresight in planning, such
programs are more apt to be successful. The problem for
the present study is to identify the need of
intermediate school social studies teachers for

in-service training programs.

Purpose of the Study
The purpose of this study was to identify the
needs of social studies teachers for in-service training
programs, as perceived by male Saudi intermediate school
teachers of social studies, social studies supervisors,

and school principals. Various needs were explored,

10
including social studies goals, subject content,
teaching methods, instructional media, student
evaluation, and developing a learning environment. In
addition, this study attempted to identify five most
needed competencies for in-service training of social
studies teachers.

Also, knowing the characteristics of outstanding
social studies teachers and the problems faced by social
studies teachers in general is helpful in the process of
improving teachers' performance. Hence, this study was
also conducted to ascertain those characteristics
perceived of greatest importance in an outstanding
social studies teacher and the major problems facing
those teachers. In addition, this study identifies the
perceived roles of social studies supervisors and school
principals in developing the teaching competency of

social studies teachers.

Need for the Study

 

A variety of studies have discussed various
educational problems in Saudi Arabia during the last two
decades. Among these studies, no single one has
attempted to identify the need of social studies
teachers in Saudi Arabian intermediate schools for
in-service training programs. Teachers of mathematics,
science, and English in Saudi intermediate schools have

attended in-service training programs in and out of the

11

country. A few social studies teachers who became
school principals or vice-principals have taken
in-service training programs outside of their specialty
fields, but the focus of these programs was on areas
related to their administrative jobs, not to their
teaching responsibilities. In addition, some of the
social studies teachers who graduated from colleges
other than a college of education have attended a
special training program, with teachers from other
speciality fields in the identical situation, and
received a diploma in education.

Social studies teachers in Saudi Arabian
intermediate schools teach a variety of specific
subjects under the geography and history courses which
contribute to the achievement of broader educational
goals. Goodlad (1984) provided 63 general goals for
schooling in the United States: 57 were found to be
appropriate for the teaching of social studies in
general. More particularly, Al-Shawan (1985) suggested
41 goals for social studies in Saudi intermediate
schools. In meeting the ultimate goals of social
studies, it is appropriate that social studies teachers
use a variety of teaching methods and strategies,
instructional media, and evaluation techniques.
However, it is difficult for social studies teachers to
adapt to the rapid change and expansion of knowledge and

the ever-increasing number of techniques in the

l2
teaching/learning process without renewed preparation.
Establishing flexible and continuing in-service training
programs that address the perceived needs of these
teachers would be extremely helpful. This study
reflects teachers' views about their status and their
ambitions for the future.
The Importance of Identifying Teachers'

Needs and_Its Impact on In-Service
TrainingfiPrograms

 

Establishing in-service training programs is
important since producing a skilled subject-matter
teacher through a single pre-service training and to
keep abreast with new developments in teaching are
difficult, if not impossible. Identifying the
in-service training needs of trainees will be helpful in
the decision-making process of planning and then
assessing the effectiveness of in-service programs. The
results are considerable savings in time, money, and
energy. Furthermore, when the opportunity to
participate in the planning stage of prospective
in-service training programs is given to teachers and
those who work with teachers, they feel a responsibility
for the success of the program and do their best to make
the training program an effective one. Knowles (1980)
indicated, ”There seems to be a law (or, at least, a
tendency) of human nature that goes like this: human

beings tend to feel committed to a decision (or an

13
activity) to the extent that they have participated in
making it (or planning it)" (p. 48). Thus encouragement
of teachers' participation in their in—service training
program from its inception by the identification of
their needs, will make it much more likely that they
will support it and subsequent programs.

Voneschenbach and Noland (1982), who conducted a
study to assess the perceptions of social studies
teachers in relation to preference for the design and
development of an in-service delivery system, note that,

Participation by classroom teachers is widely

advocated as important to teacher acceptance

and program quality of in-service education.

For instance, Drummond (4) stressed that in-

service education or staff development should

be managed by the people who work in the
school. In further support, other research
studies reported that in-service education
became more meaningful and relevant when
teachers were afforded the opportunity to
express their choices and preferences. . . . It
is also evident that teachers' attitudes,
opinions, and needs are crucial elements for
planning in-service education. In addition,
teachers desire to participate actively in the
design and development of the in-service
delivery system as well as express their

professional needs (p. 16).

The identification of teacher needs also becomes
important in order that the school may serve society's
needs and take the lead in social development.
Aspirations for a higher quality of life for children,
changes in society, and the necessity for higher
achievement among students in this age of increasing

professionalism make new demands on the school staff

14

(Bell, 1983). In order for teachers to carry out their
responsibilities, their needs must be identified so that
programs for instruction improvement are effective. In
a sense, the identification of teachers' needs is
endless, for they must continually be supported in their
efforts to carry out school programs designed to fulfill
education's mandate to serve both individuals and the
wider society. This means that any desire for develop-
ment in the future and any interest in solving existing
problems require first of all teacher improvement.

The in-service training programs for teachers can
be strong and effective only to the extent that they
have precisely constructed goals and objectives. With
the identification of teachers' needs, such goals and
objectives become available and ready for translation
into program elements. The report "Staff Development in
South Dakota" (1986) points out, "Once needs are
identified, objectives can be determined. Objectives
are the key to translating needs into programs. The
more specific the objectives, the easier it is to design

activities and select resources" (p. 17).

Significance of the Study

 

To contribute to the improvement of social studies
in Saudi Arabia, some researchers have conducted studies
in different areas of social studies. Those studies

covered some important points in the field of social

15
studies, and their recommendations light the way for
researchers to identify a gap between what teachers were
given and what they were required to give.

The present study reveals the perceived needs of
intermediate-school social studies teachers for
in-service training programs that will improve their
competencies in six selected areas of instruction. The
availability of valid information about the perceived
needs of social studies teachers can play a significant
role in the establishment of effective social studies
ineservice training programs whidh, in turn, can improve
the quality of teachers as facilitators of learning.
The study's findings may also help the faculty of the
Colleges of Education who are usually involved in the
preparation of social studies teachers as they make
course changes to strengthen their programs and increase
the teaching competencies of graduates. Furthermore,
this study may fulfill the observation of Kuh et a1.
(1981) that "Meeting one set of identified needs usually
creates new needs and concerns” (p. 6) by stimulating
further studies in both social studies and other school
subjects. Finally, this study's findings may prove
useful for the faculties of colleges of education when
they evaluate and redesign curricula for prospective

social studies teachers.

16

Research Questions

 

In order to meet the goals of the present study,

the following research questions were proposed:

1.

What are the perceptions of social studies
teachers, social studies supervisors, and school
principals regarding the characteristics of an
outstanding social studies teacher and the major
problems commonly faced by social studies
teachers?

What are the perceived roles of intermediate
school social studies supervisors and of school
principals in developing the teaching competency
of social studies teachers?

Do male social studies teachers, social studies
supervisors, and school principals in Saudi
Arabian intermediate schools attend and
participate in the planning and the evaluation of
in-service training programs?

Are social studies teachers in intermediate
schools willing to participate in in-service
training programs on their own time?

What are the five competencies most strongly
needed for social studies teachers in-service
training programs as perceived by social studies
teachers and supervisors and school principals?

To what extent do male social studies teachers,
social studies supervisors, and school principals
in Saudi Arabian intermediate schools perceive the
need for in-service training programs for social
studies teachers that stress:

a. social studies goals?

b. subject content?

c. teaching methods?

d. instructional media?

e. student evaluation?

f. developing a learning environment?

To what extent do the perceived in-service
training program needs of male social studies
teachers in Saudi Arabian intermediate schools

l7
differ among social studies teachers according to
their age, marital status, job location, travel to
other areas of the world, college of graduation,
subject-matter taught, major, teaching experience,
and attendance at in-service training programs?

8. To what extent do the perceived in-service
training program needs of male social studies
teachers in Saudi Arabian intermediate schools
differ among school principals according to their
age, job location, travel to other areas of the
world, level of education, college of graduation,
administrative experience, major, and attendance
at in-service training programs?

9. To what extent are there differences among social
studies teachers, social studies supervisors, and
principals in their perceptions regarding needs of
social studies teachers for in-service training
programs?

Rationale of the Research Questions

Logically, more than any other group, teachers of
social studies in Saudi intermediate schools are
themselves most likely to understand their needs for in-
service training programs. However, such an assumption
may lead to the idea that their perceptions are enough
for identifying and studying such needs. It is only by
studying the perceptions of different groups within the
educational process, with a range of demographic
characteristics, who bring to bear various experiences
regarding teachers' needs, that the study of such needs
becomes valuable. Taking into account this variety of
perspectives presents the Opportunity for comparison.

Pucel and Allen (1979) note that, beside teachers

themselves, teacher educators, supervisors, and

administrators may also help identify teachers' needs.

18

Thus, a more reliable and valid study is the result
when, in studying the needs of social studies teachers
for in-service training, the perceptions of social
studies supervisors and school principals are also
gathered. Getting such different perspectives,
opinions, and ideas gives a study a concrete place upon
which to stand. Therefore, this study's sample included
all three groups--social studies teachers, social
studies supervisors, and school principals. The
researcher assumed that these three groups were the most
relevant educational personnel to give valid information
on the topic under study.

James (1979) has laid out the assumptions which
lie behind the use of needs assessment by the Program of
Education and Professional Development and the Research,
Evaluation, Development, and Experimentation Center of
the Cbllege of Education at Western Michigan University.
Some of the assumptions he mentions are the following:

A. An in-service program (defined in the
broadest sense) is more likely to be
effective if participants (i.e., teachers)
support the program, and efforts to acquire
that support should begin in the earliest
stages of decision making.

B. At least three factors influence the
likelihood that teachers will support an

in-service program:

a. The extent to which teachers feel the
programs address their needs.

b. The extent to which teachers are involved
in decision making.

19

c. The extent to which teachers feel that
their perceptions have been heard and
addressed. Teachers will probably be
dissatisfied with the opportunity to
choose what they want from a
predetermined "menu" of training
activities. They usually want to
participate in deciding what is on the
menu.

C. Perceptions of teachers represent valid

data. For several reasons, it is
inappropriate to discount teachers'
perceptions of thei r needs . Many teachers

have cited disrespect for their ideas as a
source of disappointment with needs

assessment efforts. It is a mistake to
assume that the rest of us know more about
practitioners' needs than they do. Even if

we did, which is very doubtful, people
behave in relation to their perceptions and
often give only superficial support to
programs which do not account for those
perceptions.

D. Teachers should be the primary source of
data, but other groups also have valid
perceptions. Other groups view classroom
and teaching activities from different
perspectives, and their input can be
valuable. In fact, the success of resulting
programs may be dependent on their support.
Program decisions should probably involve at
least the following groups:

a. Those who will be held responsible for
decisions (e.g., central administrators).

b. Those who will be required to implement
decisions (e.g., curriculum coordinators,
university teacher educators).

c. Those who will be affected by decisions
(e.g., university personnel, parents,
students).

d. Those with special expertise in the
domain of the decision (e.g., content
specialists, instructional designers).

The perceptions of the respondents toward any

subject can be affected by some of their demographic

20

characteristics. This study, which investigates the
needs of social studies teachers for in-service training
programs, relies heavily on certain demographic
characteristics and how they correspond to differing
perceptions. This is evident, for example, at the end
of research questions 7 and 8, where the researcher
mentions age, marital status, job location, travel to
other areas of the world, level of education, college of
graduation, administrative experience, major, and
attendance at in-service training programs. Thus, the
researcher has paid particular heed to the construction
of questions in part one of the instrument that
ascertain particular background aspects of those persons
participating in the study.

The demographic characteristics of respondents to
this study are as follows:

A. Age. The expectation that age would affect
respondents' perceptions was reasonable since those who
hold positions in Saudi intermediate schools may vary in
age from 22 years to more than 50 years (Al-Shawan,
1985). Katz (1977) found that age did make a difference
in the perceptions of social studies teachers on the
utility of in-service training program.

B. Marital status. In a society such as Saudi
Arabia, marital status may be related to respondents'
perceptions, particularly in light of the responsibility

of a husband for home affairs. Married teachers with

21
large families may show this when they answer the
question which asks them if they would be willing to
participate in an in-service training program on their
own time. Single respondents may give positive answers,
while married ones may give negative responses.

C. Employment position. The perceptions of people
do not emerge from a vacuum. Depending upon the role a
person plays in the educational system, he/she may
display different perceptions from the perceptions of
someone else who has a different role in the same
system. A previous study, for example, found that staff
perceptions to teachers' needs for in-service training
programs was significantly different among supervisors,
teachers, and administrators (Al-Ghamdi, 1982).

D. Location of respondent's job. PeOple who live
in different places may hold dissimilar perceptions in
spite of their otherwise equal backgrounds. Since this
study's sample was from three different regions in Saudi
Arabia and, since another study (Weipert, 1975) noted
significant differences existed among teachers'
attitudes toward in-service education depending upon
their work location, the researcher considered the
location of respondent's job to be a pertinent part of
the demographic background. For example, employment in
different locations may provide different opportunities
for professional growth and consequently affect

respondents' perceptions of their situations.

22

E. Travel. Following the lead of Ochoa (1981),
who has raised questions about the effect of teacher
travel on the classroom, this study gives attention to
travel as a demographic characteristic that may relate
to social studies teachers' perceptions of their need
for in-service training. It is logical to assume that
travel may relate to perceptions since a traveler may
see, hear, and read what is often new for him or her.

F. Level of education. It is assumed that
education as a whole is essential to the people of any
society for the development of the mind. Also, it is
generally expected that as the level of education of a
person increases, he/she will view things differently,
and consequently his/her perceptions toward many things
will change. Al-Shehri (1986) found that the higher the
academic degree in arts and the more hours of
participation in in-service programs, the greater the
agreement with the andragogical purpose of education.
Accordingly, the researcher expected that the level of
education may be related to the respondents' perceptions
of social studies teachers' needs for in-service
training programs.

G. Experience. The amount of experience may
relate to teachers' perceptions of in-service needs.
Greater experience can expand knowledge and lead to
expectations different than for those without such

experiences. One may expect that a teacher who has

23

taught for ten years has different perceptions than one
who has only taught for one or two years. Grandgenett
(1978) found that beginning teachers expressed
significantly greater in-service needs than did
experienced teachers. In the light of the above, the
respondent's experience is included in this study as one
of the demographic characteristics under study.

H. The respondent's major. Since respondents may
have been exposed to very different educational
programs, one may assume their perceptions will differ,
depending upon the program in which they took their
major. Accordingly, this study considers the
respondent's major as one of the demographic
characteristics which may make a difference in their
perceptions of the need for in-service training
programs.

I. Attendance in previous in-service training
programs. Both the report "Staff DevelOpment in South
Dakota" (1986) and Voneschenbach and Noland (1982) point
out that when trainees participate in each step of their
training programs, the programs are more likely to be
successful. If a respondent has participated in
previous in-service training programs, his/her
perceptions and expectations about the need for and the
value of future programs will undoubtedly be affected.

Consequently, such previous exposure to in-service

training

24

is considered a demographic characteristic of

the respondents in this study.

Hypotheses

 

This study was conducted to answer part of the

proposed

research questions. The following null

hypotheses were generated:

H1:

N
OO

No significant differences exist in the
perceptions of social studies teachers with
regard to a need for in-service training
programs, according to their demographic
characteristics (age, marital status, job
location, travels, college of graduation,
subject-matter taught, major, experience and
attendance at in-service training programs).

No significant differences exist in the
perceptions of intermediate school‘
principals with regard to a need for
in-service training programs for social
studies teachers, according to their
demographic characteristics (age, job
location, travels, academic major, level of
education, experience, college of
graduation, and attendance at in-service
programs).

No significant differences exist between the
perceptions of social studies teachers,
social studies supervisors, and school
principals with regard to the needs of
social studies teachers for in-service
training programs.

Limitations and Delimitations of the Study

 

1

The study is limited by the examination of

data obtained by means of a questionnaire.

2 - The sample of this study was delimited to male

intermediate school social studies teachers, social

25
studies supervisors, and school principals in Saudi
Arabia.

3 - The sample of the study came only from urban
schools in Saudi Arabia. Teachers and principals in
rural schools were not included in this study.

4 - The study was delimited to 42 selected
teaching competencies in six instructional areas.

5 - While the social studies teachers who
participated in this study were located in urban areas,
the social studies supervisors had responsibilitiy for
supervising teachers of urban and rural areas in Saudi
Arabia. Some foreign teachers who had graduated from
Arabic universities may work in the rural areas. The
differing makeup of these three groups may have resulted
in each having a different degree of need for in-service
training programs. This variability among the teachers
they supervised may have affected the perceptions of
supervisors regarding the needs of social studies

teachers for in-service training programs.

Definitions of Terms

 

Social studies teacher: The teacher who is
teaching geography and history courses in intermediate
level schools.

Social studies supervisor: Social studies
supervisors are the persons who observe social studies

teachers in the schools. They usually write yearly

26
reports to the Ministry of Education, after visiting the
schools and conferring with teachers and the principals
about social studies curriculum and instruction
problems. Their reports include a description of what
occurs and their suggestions for improvements.

Intermediate school: A public school including

 

grades one, two, and three--equal to grades seven,
eight, and nine in the United States and equal in age to
U.S. students at these levels.

Social studies goals: The knowledge and abilities

 

that educators expect students to aspire to and, sooner
or later, achieve (Haas, 1981).

In-service teacher training: Any professional
development activity which a teacher attends alone or
with other teachers after receiving his/her initial
teaching certificate and beginning professional practice
(Edelfelt and JOhnson, 1975).

Instructional media: Those materials commonly

 

labeled as audio-visual media--—such as films, film
strips, television, transparencies, programmed
instruction, computer-assisted instructional materials,
maps, and globes (Bakri, 1983).

Learning environment: Refers to any classroom or

 

school environment which leads to deve10pment of the
student's positive self-concept and motivates their

learning in a confident way.

27

Teaching competencies: A variety of subject matter

 

knowledge, teaching skills, and personalities used in
the instructional process by teachers to meet learner
needs (North Dakota University, 1980).

Subject content: The educational content of course

 

materials, plus the organization and presentation of

those materials in a manner that is appropriate to the

school level.

Organization of the Study

 

This study consists of five chapters. This first
chapter has delineated the dimensions of the study,
including introduction and background of the problem,
statement of the problem, purpose of the study, need for
the study, the importance of needs assessment,
significance of the study, research questions, the
rationale of the research questions, hypotheses,
limitations of the study, and definitions of terms.
Chapter II is devoted to the review of literature on
needs assessment and in-service training programs for
teachers, including the development of in-service
training programs for secondary teachers in Saudi
Arabia. In Chapter III, the methodology and procedures
utilized in this study are presented. The topics of
concern include the population and sample, questionnaire
design, pilot study, data collection, and treatment of

the data. Chapter IV presents the results of the

28
analysis and the findings of the study. Finally,
Chapter V will summarize the study, present the study's
conclusions, make recommendations for designing an
in-service training program for middle school social
studies teachers in Saudi Arabia, and make

recommendations for conducting further researcher.

CHAPTER II
LITERATURE REVIEW

Since this study is concerned with the assessment
of the in-service needs of intermediate-school social
studies teachers, it would seem logical that this
literature review would focus on the in-service needs
assessment of the social studies teachers. However,
only very few studies are available on the social
studies teachers' in-service needs assessment (Azmi,
1986, p. 63).

This chapter is divided into the following
sections in order to reflect the nature of existing
literature, as well as to conform with the research
questions of this study.

I. The impact of the nature of social studies as a
discipline on teachers' needs for in-service
training.

II. The present status of pre-service and in-service
training programs for intermediate-school social
studies teachers in Saudi Arabia.

A. A brief overview of the status of pre-service

preparation of social studies teachers in

Saudi Arabia.

B. A brief overview of in-service training of
secondary-school staffs in Saudi Arabia.

III. The results of related studies carried out in

Saudi Arabia on the education of social studies
teachers. '

29

30

IV. The results of related studies carried out in
Saudi Arabia on teacher education in general.

V. The results of related studies carried out in the
United States and other countries outside Saudi
Arabia regarding both the assessment of social
studies teachers' needs for in-service training
and the general education of social studies
teachers.

VI. The results of related studies carried out in the
United States and in other countries outside Saudi
Arabia regarding teachers' needs assessment and
teacher education, in general.

Impact of the Nature of Social Studies
as a Discipline on TeachersT Needs for
In-service Trainifig.

 

Teachers of social studies deal with a wide range
of topics within their specific subject areas. For
example, they discuss with their students such topics as
the world economic system, social practices, cultural
differences, political struggles, and the effects of
changing technology in areas such as transportation and
communication. Knowledge about such topics is always
undergoing changes and development, reflecting the
continuous and accelerating changes in events, ideas,
and peoples of the actual world. As Hartoonian (1986)
points out,

History records the struggle between people and

groups who favor and who oppose change. The

rate of change is uneven among and within
different cultures and societies, but change is
continuous and the rate of change is
accelerating. Accelerating rates of change

place greater importance on anticipating the
future. (p. 29)

31
In order to prepare their students for the future,
social studies teachers must keep abreast of the vast
increase in the knowledge about society.

Social studies teachers must not only continually
integrate the latest scholarship into the content of
their courses: they must also strive to meet certain
instructional goals of the educational system. For
example, Joyce, Alleman-Brooks, and Drimologye (1982)
have proposed fifty instructional goals for social
studies in elementary and middle schools. For social
studies teachers to achieve this variety of goals, they
are required to be proficient in using different
teaching techniques, instructional media, and evaluation
techniques. In addition, they must be able to write the
goals in a measurable way and create a classroom
environment conducive to student learning as well as be
versed in their subject matter. Beyond these skills and
abilities, having interest and insight in educational
philosophy are also essential.

These heavy demands mean that a teacher of social
studies requires continuous in-service training in order
to carry out his/her responsibilities. As Hartoonian
(1986) succinctly summarizes,

The social studies teacher has a significant

and challenging responsibility that requires an

inquisitive mind and the disposition to
continue learning. To be successful, this
person must be knowledgeable of subject-matter
content, skillful in teaching, and sensitive to

students. The teacher must be a student of the
social studies discipline, contemporary

32
affairs, and the history and philosophy of
education. Knowledge and skill in using
various instructional approaches, materials,
and media are essential. Awareness and
sensitivity to the complex nature of human
interaction is also required. This suggests
that the teacher should possess a positive
self-concept, emotional stability and

enthusiasm for teaching couple with a
commitment to be of service to others. (p. 12)

No teacher can live up to these demands as a lone
individual. Consequently, the preparation of social
studies teachers through a continuous in-service
training program is essential for developing and
improving their competencies in a world of constant
change.

Presegt Status of Pre-servige and

In-serv-ice Tra_ining Prgirams for Intermediate-

School Social Studies Teachers in Saudi Arabia.

Most aspects of life in Saudi Arabia have been
fundamentally affected by the vast income revenues from
the oil industry. Education was among those sectors
that received increased financial support. This is due
to the prevailing belief of the fundamental role it
plays in developing the human mind which, in turn, leads
to a more cohesive process of social develOpment in
today's world of rapid change. As Abdrabboh (1984)
indicates,

Education is a primary factor in any develop-

ment program. It must be emphasized that since

the establishment of the Kingdom of Saudi

Arabia, education has become one of the

fastest-growing areas of social development.

The improvement in the country's education has

contributed greatly to the development of the
country as a whole. (p. 103).

33

Since education is important to the develOpment
process of a country and a classroom teacher is the
cornerstone for carrying out educational plans and
policies, consequently the attention to teachers'
development will contribute to the development of
education, and thus, eventually, will lead to the
development of the country.

Social studies teachers have already been
recognized as playing a paramount role in implementing
essential aspects of education in the classroom. As a
result of this recognition, most Saudi Arabian
universities have adopted a pre-service training program
for social studies teachers. These efforts aim at
giving the teachers the fundamental grounding in their
school subjects so that they can enter the classroom and
begin to affectively carry out their teaching
responsibilities. However, the subject matter of social
studies is intimately related to the economic and social
conditions that have so recently been exposed to rapid
change. Consequently, as Al-Sahlawi (1987) notes, "The
educational system in Saudi Arabia is being challenged
more than ever by the changing economic and social
conditions that have necessitated greater responsiveness
to rising popular demands and expectations" (p. 3).
Although strong support has been given to social studies
teachers' pre-service training programs in Saudi Arabia,

the nature of social studies subjects and the teaching

34
of them makes it difficult to rely only on the
pre-service training.

The preparation of a teacher does not stop at any
specific point. It is a continuing process that
consists of two parts: pre-service and in-service
training programs. Intermediate-school social studies
teachers in Saudi Arabia, like other teachers, need to
undergo a suitable preparation program. Therefore, in
order to fully cover the entire process of teacher
preparation and to show how the problems under the
present study fit within that process, the following
sections present a brief discussion of the

a) status of intermediate-school social studies

teachers' pre-service training programs, and

b) status of intermediate-school social studies

teachers' in-service training programs.

A. A Brief Overview of the Status of Pre-service
Preparation of Social Studies Teachers in Saudi Arabia.

 

The pre-service training of intermediate-school
teachers (including social studies teachers) is offered
by Saudi universities as part of the higher education in
Saudi Arabia (Mukhtar, 1984). The colleges which offer
social studies programs and contribute tovard the
preparation of intermediate school teachers are
displayed in Figure 2.1.

A quick review of these colleges and their dates
of establishment reveals two points: (a) most have been
gradually added to the educational system during the

past two decades, which coincides with the era of

35

 

Date of
College University Location Establishment
Islamic law Umm Al-Qura Makkah (the a 1949
(shari'a) west of S.A.)
Education Umm Al-Qura Makkah 1962b
Social science Umm Al-Qura Makkah 1984
Humanities King Jeddah (the 1978
and Arts Abdulaziz west of S.A.)
Arts King Saud Riyadh (the 1957
middle of S.A.)
Education King Saud Riyadh 1966/67c
Social science Imam Riyadh 1976
Muhammed Ibn
Saud Islamic
University
Education King Faisal Hufof (the 1980
east of S.A.)
Education branch of Abha (the 1981

King Saud U. south of S.A.)

 

aS.A. means Saudi Arabia

bThis college is considered the continuation of
the teachers college which was established in 1952
(Mukhtar, 1984, p. 12).

cIt was established as a joint project between
the Kingdom and UNESCO which became an official branch
of R)iyadh University in 1968 (Al-Wuzeinany, 1987,
p. 46 .

Figure 2.1--Colleges offering social studies programs
and intermediate school teacher training in
Saudi Arabia.

(Information for this figure comes from the following
references: Muhktar, 1984: King Saud University,
1985/86: King Abdulaziz University, 1985: Umm Al-Qura
University, 1985/86, 1987; King Faisal University,
1985/86.)

36

increasing oil prices, and they may reflect the
Government's effort to be involved in the process of
educational development, and (b) the main campuses of
most Saudi universities are located in western, middle,
and eastern parts of Saudi Arabia, which are the most
populous areas. Because of the young age of these
colleges, one can only expect that they are in the
initial phase of building a good preparatory experience
for social studies teachers. Saudi Arabia is struggling
to establish a quality educational system, but it is
necessary to build facilities progressively and to
acquire competent staff members.

Teachers of social studies in intermediate schools
in Saudi Arabia have usually spent four years at the
university level, where they were prepared to teach
history and/or. geography at the intermediate school
level. Not only that the university education is free,
but for Saudi students who are interested in becoming a
teacher, a generous monthly allowance is also available
(Mukhtar, 1984).

The pre-service training of social studies
teachers differs from university to university. And, of
course, all these programs are also subjected to the
changes that come in the process of their development.
The programs offered within the colleges of education in
Saudi Arabia are assumed to be most apprOpriate for

their purpose, since a student spends up to four years

37

in learning from faculty members of the college of
education, who were trained and specialized in different
areas of education. The climate generated in ‘these
colleges may help the student build sound insights into
a solid factual background in the field of education.
The available Opportunity for close interaction with the
education faculty may also enhance the student's
adoption of educational theories and his/her chance to
familiarize him/herself with the philosophical
underpinnings of these theories.

Colleges other than those of education also offer
social studies teacher programs in Saudi Arabia. These
colleges may be divided into two types, depending upon
the pattern of their programs.

a) Colleges which offer their own social studies
academic programs, but send their students for
professional education courses to colleges of
education within the same university (e.g.,
College of Shari'a at Umm Al-Qura University).

b) Colleges which offer both academic and
professional courses as a complete program for
the preparation of their students to become
social studies teachers.

These last two kinds of pre-service training

programs for social studies teachers in Saudi Arabia may
not be equal in their quality and potential to the

programs offered by Colleges of Education. Behind this

38

hypothesis stands the assumption that the existing
climate in these colleges may not aid the student
significantly to (a) learn more about education in
general, (b) develop insight into and build a strong
background in educational theories, (c) gain sufficient
interaction with specialists in education, and (d) have
the chance to familiarize themselves with educational
philosophy. It seems logical that the fostering of good
attitudes toward education and its phi1080phy in the
student is easier when done gradually during the college
years. This is more likely to lead to the eventual use
of educational theories in the classroom, which is one
of the ultimate goals of teacher preparation.

Another program of social studies teacher
preparation exists in Saudi Arabia in addition to the
ones described earlier. In keeping with its efforts to
be less dependent on foreign social studies teachers,
the Ministry of Education allows some graduates who have
been trained in history, geography, and other social
studies in the Colleges of Arts to teach social
studies. Since these teachers take no courses in
education, a special preparation program in education is
offered to them in the College of Education at King Saud
University in Riyadh. The problem is, since this
program is offered in a specific place for one academic
year, not all teachers who should attend are able to do

so due to their family responsibilities. Attendance in

39
the program does not mean that these teachers
participate actively and are able to reap the intended
benefits, since they are assured that, no matter what,
their jobs are being held for them.

It seems that the Colleges Of Education are a more
promising place for the preparation of intermediate
school teachers. Since these colleges have devoted
themselves to preparing teachers, they get more involved
than other colleges--an involvement that is based on
both more belief and more experience in the field Of
education. As a result, the colleges of education
become the most important setting for effective teacher
preparation.

B. A Brief Overview of the In-service Training of
Secondary School Staffs in Saudi Arabia.

 

Recently, the Saudi Arabian Ministry of Education
has been struggling to qualify the nation's teachers in
a variety Of fields by means of in-service training
programs. For example, 53,059 employees in the Ministry
Of Education attended in-service training programs from
1971 through 1986 (Ministry of Education, 1987b). Of
these, 27,887 were math and science teachers. This
leads one to expect that programs for other teachers are
soon to be offered since the Ministry Of Education
attempts to provide teachers with equal attention
regarding in-service training programs and with equal

Opportunities to improve their abilities in teaching.

40
To expand these Opportunities for all teachers is a
challenge for the Ministry of Education in Saudi Arabia
and means more responsibility for those who work at
planning and implementing teacher training programs.

In-service training programs for intermediate
school teachers in Saudi Arabia began in the early 19708
(Ministry Of Education, 1987b). These programs have
been carried out by different agencies. The locations
have varied, with some being Offered in Saudi Arabia
while others were offered by foreign universities.
These in-service training programs may be divided into
two types: (a) long term and (b) short term. Their
length ranges from two days to three years.

The attention given to manpower in Saudi Arabia
through in-service training programs has caused a
variety Of questions to be raised which generated
several changes. In 1978, regulation Of in-service
training was effected by decree 7/26153 (Ministry of
Education, 1985). As mentioned earlier, in 1975 a
specialized department for in-service training programs
was established in the Ministry of Education (which in
1981 became the Directorate General for Educational
Supervision and Training in the Ministry of Education).
This agency is responsible for planning, preparation,
implementation, follow-up, and evaluation of all

in-service training programs of the Ministry Of

41
Education in Saudi Arabia, both inside and outside of
Saudi Arabia (Ministry of Education, 1985).

This Directorate employs specialists in many
different areas of education. Most of the Directorate's
efforts so far seem to have been devoted to the
planning, organization, and implementation stages, while
follow-up and evaluation stages have only received a
scant attention. As Al-Ghamdi (1982) has stated,
”In-service activities provided in the past have never
been systematically evaluated" (p. 160). Therefore such
in-service training programs may not have achieved their
ultimate goals.

Participants in long-term in-service programs are
chosen completely by the Ministry Of Education from all
school districts in the country, while participants in
the short-term programs are mostly volunteers. As a
motivation for attending the in-service training
programs, some money is devoted to payment for each
person (Ministry Of Education, 1985). Factors that come
into play where the Ministry selects participants may
vary according to the particular program, years of
teaching experience, teacher's major, and teacher's
present responsibilities.

While in-service ‘trainimg programs for
intermediate school teachers are usually planned by the
Directorate of Educational Supervision and Training in

the Ministry of Education, their implementation may come

42

through a number of organizations. These include (a)
one or more Saudi Arabian university(s), (b) one or more
of the nation's school district(s), (c) the general
administration institute, (d) centers for science and
mathematics, and (e) other foreign educational agencies.

Five broad goals for in-service training were
proposed in the fourth five-year development plan
(1986-1990) of the Ministry Of Education. As appeared

in the In-Service Training Guide (Ministry Of Education,

 

1985), the goals are:

1. Development of teachers professionally by
exposing them to more cultural and
professional experiences in order to increase
their performance level, improve their
productivity skills, and acquaint them with
newly emerging knowledge in both education and
their subject areas.

2. Improvement of teachers' level Of education
and an increase in their productivity through
in-service training programs.

3. The inclusion of all employees in the fields
Of education and learning: teachers,
supervisors, school principals, educational
and administrative leaders in school
districts, and the staff of the Ministry of

Education.

43

4. Participation in upgrading the performance
levels of those administrators who work in
non-educational areas at both the district and
the Ministry of Education levels.

5. Participation i1: preparing qualified and
trained Saudi educational staffs in a variety
of needed fields of specialization.

Over the past sixteen years, the numbers of
in-service trainees who are members Of intermediate and
secondary school staffs have increased rapidly (see
Table 2.1). More than 18 in-service training programs
were offered for the staffs of intermediate and
secondary schools during this period Of time (Ministry

of Education, 1985).

Table 2.l--Participation Of intermediate and secondary
school staff in in-service training programs,

 

 

1971-1986.
Time Period Number of Staff who Attended In-Service
1971-1975 543
1976-1980 4452
1981-1985 12938
1986- 1792

 

Source: Ministry of Education, Report of the Directorate
General for Educational Supervision and
Training, 1987).

 

 

 

44

Among these programs, none provided in-service
training for social studies teachers at the intermediate
school level. Some social studies teachers may have
attended the short-term program on instructional media
meant for teachers from all three public school levels.
Note that offering an in-service training program does
not mean that all teachers who should attend will
attend. Program planners must take into consideration
the conditions and priorities that influence whether or
not teachers accept the programs offered.

Results of Some Related Studies
Carried out in Saudi Arabia on the
Education of Social Studies Teachers.

The few individuals who had conducted studies in
the training of social studies teachers in Saudi Arabia
were concerned with only a few tOpics related to
curriculum. No study in the past has assessed the needs
Of the social studies teachers for an in-service
training program. Nonetheless, the results of these
studies can still enlighten and give indications of the
present status Of social studies teachers in Saudi
Arabia. Therefore, their findings will be included as
an important part of this literature review.

Among those who conducted studies on social
studies teacher education in Saudi Arabia is Al-Ismaeel
(1981). In a study entitled "Selected Social Studies

Teaching Strategies in Saudi Arabian Secondary Schools",

45

the author concluded that social studies teachers
indicated a lack of certain materials (such as
curriculum guides and pamphlets describing the various
teaching strategies), as well as little utilization of
some of the selected teaching strategies. He also found
that some Of the selected teaching strategies received a
low percentage of utilization response, such as field
trips, role playing, and resource persons utilized for
interviews and utilized as guest speakers.

Another study conducted by Mukhtar (1984) probed
the attitudes Of middle and secondary-school teachers
who graduated from the social studies-teacher education
program at Umm Al-Qura University between 1979 and 1983
toward their pre-service preparation program. The
study's purpose was to identify the strengths and
weaknesses of the program. One problem facing these
teachers was that they were assigned to teach a social
studies subject regardless of their area. Mukhtar also
found an expressed weakness in the social studies
teacher preparation program in regard to the area Of
Islamic Civilization and System, in which the teachers
felt that they were not adequately prepared. Neither
did the program work effectively toward developing
proper attitudes of these graduates toward the teaching
profession. Another weakness of the program identified
by respondents was the failure to develOp their skills

and competencies in techniques and methods Of problem-

46
solving and value clarification. In Mukhtar's
interviews with twenty teachers, thirteen suggested
adding one or more courses on instructional aids to the
teacher preparation program, or at least increasing the
time allocated for the current program.

When Mukhtar explored the relationship between
years of teaching experience and felt competencies in
social studies teaching skills, techniques, and methods,
he found significant differences existed. Teachers with
four years experience felt they were more prepared than
those with one and two years of experience, while those
with three years of experience believed they were more
prepared than those with one year. The author
interpreted the finding as a result of their having
attended a better program. In addition, he indicated
that they were more prepared in terms of competencies
related to personal values and integration, but they
were prepared more in some competencies like accepting
student's values, providing prOper atmosphere for
respect for others, helping students to understand
differences of people, appreciating and respecting other
nations, relating the purpose of social studies to the
needs Of the community, accepting and appreciating
diversity, and helping students to examine social
values. This study reflected only the attitudes of
social studies teachers who had graduated from Umm

Al-Qura University between 1979 and 1983 toward their

47
pre-service training program. Social studies teachers
who graduated from other Saudi universities were not
included.

Bakri (1983) conducted a study at the middle
school level in Saudi Arabia on instructional media in
two school districts, Riyadh and Jizan. He found that
in-service training programs in the use of instructional
media were considered an essential need for teachers.
Instructional media were assessed as being unavailable
in their schools by 56% of teachers in Riyadh and by 68%
of teachers in Jizan and the media that were available
were not well organized for easy use. Furthermore, 70%
of teachers in Jizan and 53% of teachers in Riyadh
admitted that their schools lack the basic facilities to
house audio-visual materials and equipment, and that
these schools were not built for the purpose of
teaching. Among all the teachers, the social studies
teachers had the highest mean in the use of
instructional media. Finally, Bakri found a lack of
administrative support for the use of audio-visual
materials and equipment. They felt that administrators
did not encourage teachers to use instructional
materials and equipment.

Turning to the studies that are related to the
social studies and the develOpment of social studies
teachers, we find Shoaib's (1980) study entitled

“Development of Social Studies Education in Saudi Arabia

48

Since 1926". Shoaib indicates that two methods of
instruction for teaching social studies are used in
Saudi Arabia--the official one based on the
nineteenth-century Herbartian Association's five formal
steps, and the method generally preferred by individual
teachers which emphasizes the rote memorization of a
predetermined body of knowledge.

Al-Shawan (1985) examined social studies goals at
the intermediate school level in Saudi Arabia. He found
that among the greatest problems hindering social
studies teachers from the implementation of their
high-priority social studies goals were lack of
in-service education, lack of instructional materials,
late schedule for social studies, lack of library
facilities, lack of parental support, curriculum
rigidity, outdated textbooks, low student interest, lack
of maps and/or graphs in textbooks, lack of time for
field trips and other activities, lack of instructional
freedom, and lack of administrative support. The twelve
problems were checked by more than 50% of Al-Shawan's
sample as major problems. When teachers are constantly
faced by so many problems, all aspects of their
performance may be affected, even with regard to
evaluation of curriculum. When social studies was
assessed according to its importance in the schools, it
was ranked as the fourth most important subject by all

groups except superintendents who ranked it as the third

49
most important. On the whole, a significant difference
in the respondents' perceptions was found among those
who held different professional roles.

Results of Some Related Studies Carried Out
in Saudi Arabia in Teacher Education in General.

 

The development of and problems in education are
endless because every society seeks a higher standard of
living and, most recognize, the important role education
can play. A teacher's preparation is significant and
crucial because it is the classroom teacher who has the
responsibility to carrying out most educational plans.
This may help explain the efforts that have been given
to studying teacher preparation in Saudi Arabia.
Al-Wabli (1982) conducted an evaluation study on
selected aspects of the secondary teacher preparation
program at Umm Al-Qura University based on a follow-up
of 1978-1979 graduates. His findings indicated that the
graduates felt that they were adequately prepared in the
area of student-teaching, and felt that they were not
adequately prepared in the ability to use school and
library resources. The respondents rated the course on
social and philosophical foundations of education as
ineffective in helping them to become prospective
teachers, and agreed with the trend toward a longer
student-teaching period.

Al-Ghamdi (1982) studied the professional

development of in-service teachers in Saudi Arabia. The

50

study used both survey and interviews on a sample
representing three public school levels in the city of
Jeddah. In this study, seven cOmpetency clusters were
covered: developing pupil self-concept; handling
classroom problems: individualized instruction:
evaluating and assessing achievements; planning
instruction: developing personal self; and managing
classroom instruction. Al-Ghamdi indicated that
significant differences appeared among the mean ratings
of teachers, administrators, and supervisors in five of
the seven competency clusters. The responding teachers
rated the areas related to handling classroom problems,
individualized instruction, evaluating and assessing
achievements, planning instruction, and develOping
personal self somewhat lower than did administrators and
supervisors. In the areas of planning instruction and
handling classroom problems, teachers' in-service needs
for associated competencies were perceived as
significantly greater by school administrators than by
the other two groups. The supervisors seemed to
perceive the greatest needs in competencies related to
teachers' personal development.

In his concluding discussion, Al-Ghamdi noted that
in-service training in Saudi Arabia did not exist as a
continuous process, and that there is a severe shortage

of in-service planners and experts. Furthermore, he

51
concluded that in-service activities were not available
for all teachers.

Al-Saadat (1985) conducted a study on assessing
the in-service training needs of teachers of English as
a Foreign Language (EFL) in Saudi Arabia. His sample
included teachers, inspectors, and teacher educators.
He found that differences did occur in the perceptions
of the three groups in all seven competency clusters.
In general, there was a pattern of decreasing perception
of needs for in-service training as EFL teachers' years
of experience in teaching English increased.
Significant differences were found in two clusters only:
English language proficiency, and teaching techniques.
In addition, Al-Saadat found that teachers who had
previous in-service training expressed a greater need of
in-service training in all competency clusters than did
teachers with no in-service training experience.

Results of Some Related StudiesCarried Out

in the United States and in Other Foreign Countries

Regarding Soéial StudiesTeachersi_General Education
and Needs for In-service Training.

 

 

 

 

In the United States and other countries outside
Saudi Arabia, more research has been done on social
studies that has bearings on this study. A few studies
were found on the needs assessment of social studies
teachers, while additional research was centered on

curriculum in the social studies during the past two

52
decades. In addition, more general studies have been
conducted on the social studies and its teaching.

Weipert (1975) studied in-service education in the
social studies in secondary schools of three Colorado
public school districts--Denver, Jefferson Country, and
Thompson. Focusing on the attitudes of teachers,
administrative personnel, and supervisory personnel
toward in-service education, he found that a difference
did exist between the attitudes of teachers,
administrators, and supervisors in Denver toward
in-service education. The same results were obtained in
Jefferson County and Thompson. He concluded that the
teachers were a population apart from the administrators
and supervisors. The attitudes of teachers ranged from
negative to slightly positive, with the teachers of
Jefferson County reflecting the most generally positive
attitudes. The attitudes of the administrative/
supervisory personnel generally ranged from slightly
positive to strongly positive, while the least positive
attitudes were those of the Thompson personnel.

Rhodes and Smith (1975) found that classroom
techniques, content/materials curriculum, and
alternative classroom approaches were the areas of high
interest for in-service training programs among social
studies teachers in Indiana. Classroom interaction and
topics had low interest, while the use of objectives,

evaluation, and departmental activities had the lowest

53
interest. The authors also found that teachers differed
on the needs for in-service training depending upon
geographical region.

Katz (1977) in a survey research entitled "A Study
of Social Studies Teachers' Perceptions of the Utility
of In-service Training in Meeting Classroom Needs",
found that the senior high school social studies
teachers clearly indicated that they found aid from
fellow teachers and self-improvement to be the two most
useful types of in-service training for improving their
daily performance. Suggestions and advice from
supervisors and/or administrators and in-service
programs sponsored by the school district were found to
be the least useful types of in-service training.
Katz's study also revealed the following findings:
(1) as years of teaching experience in the social
studies increased, so did the perceptions of the utility
of post-baccalaureate courses in subject content areas
and in the teaching of social studies: (2) as age
increased, so did perceptions of the utility of
post-baccalaureate courses in subject content: (3) as
years of teaching experience in the social studies
increased, so did the extent of all post-baccalaureate
courses experienced: and (4) as age increased, so did
the extent of all three types (post-baccalaureate
subject content area courses, teaching of social studies

courses, and general courses) of post-baccalaureate

54
courses experienced. Finally, Katz found that all the
senior high social studies teachers included in the
sample from Montgomery County, Pennsylvania, had
experienced the eight types of in-service training
mentioned in his survey by at least 50 percent for each
type.

More recently, Azmi (1986) studied the assessment
of the in-service needs of junior-secondary social
studies teachers in West Sumatra Province, Indonesia.
These teachers indicated high needs of in-service
education programs in all of the following areas:
knowledge in subject-matter area, lecturing techniques,
managing group discussion, planning lessons, motivating
students, managing student behavior, classroom
management, designing classroom activities, teaching
students of different abilities, evaluating student
progress, and analysis of one's om teaching and the
teaching of others. The only one not ranked as high
need for in-service training was use of problem solving
and inquiry methods. In addition, the findings
indicated that differences in teachers' perceptions were
associated with their different backgrounds in teaching
social studies, their educational backgrounds, and their
school location.

Finally, more broad-ranging studies of aspects of
social studies teaching have been carried out. A 1981

study entitled "Profile of Social Studies Teachers" was

55

published with Ochoa serving as guest editor. This
study indicated that only 21 percent of the respondents
had not had any type of recent in-service training,
while the same percentage had attended three or more of
such programs. Teachers with less than 5 years
experience were more likely to have been involved in
in-service training programs, and unmarried teachers
tended to be more involved in more recent training
programs than did the married ones.

Traveling abroad also helped to expand and enrich
a teacher's social and cultural insights. The study
indicated that four out of five social studies teachers
surveyed had traveled outside the United States at least
once, but only a mere five percent of the respondents
had visited North Africa, Southwest Asia, or Southeast
Asia. Both age and geographical location were
indicators of respondents who travelled; for example,
both Older and inner-city teachers were more likely to
have traveled overseas. Travelling overseas can have a
strong impact on teacher performance in general. As
Risinger (1981) points out,

Obviously, traveling to other nations expands a

teacher's social and cultural outlook, and it

may result in more extensive and accurate

social studies instruction. International

travel can also clarify a teacher's perspective

on the American experience and contemporary
society. (p. 407)

56
Results of Some Related Studies Carried
Out in the United States and in Other Foreign
Countries Regarding Teachers' Needs
Assessment and Teachers' Education.

The area of teacher education has provided wide
and rich Opportunities for conducting research. Perhaps
the large number of studies undertaken reflects the
acknowledged importance of the teacher's role in the
learning process. The following discussion of studies
that are relevant to the present study is organized
chronologically.

A 1966 study by the National Education Association
entitled "Profile of the American Public School Teacher"
identified three areas in which teachers lack
preparation: use of audio-visual equipment and
materials: classroom management routines and discipline;
and teaching methods (Davis, 1967).

A decade later, Post (1975) found that teachers
emphasized different needs depending upon their level of
experience. Teachers with teaching experience of three
years and under tended to be more concerned with the
areas of discipline and control and of content skills
than did more experience teachers. Teachers with over
three years experience tended to cite teaching
techniques and strategies as important needs for
in-service programs.

Shortly thereafter, in-service needs was the

subject of a study by Grandgenett (1978), who found that

57

teachers, principals, and Area Educational Agency (AEA)
personnel differed in their perceptions regarding
competency clusters in which teachers have in-service
needs. The study covered the following clusters:
developing pupil self-concept, handling classroom
problems, individualizing' instruction, evaluating
programs and achievement, planning instructional
programs, developing personal self, and managing
classroom instruction. The AEA personnel perceived a
significantly greater in-service need than did
principals, while principals perceived a significantly
greater in-service need than did teachers. The only
cluster the three groups agreed upon was handling
classroom problems. However, beginning teachers
expressed significantly greater in-service needs in the
cluster of handling classroom problems than did
experienced teachers.

Another study related to teachers' in-service
needs is ”A Study of the In-service Needs of Teachers as
Perceived by Teachers and Principals in an Urban School
System” by Pisetsky (1979), which used the Hartford,
Connecticut, K-12 school system as its sample. Pisetsky
found significant differences between teachers' amd
principals' perceptions on four categories: planning
instruction, communicating and interacting, develOping
personal skills, and developing pupil self-concept.

Principals perceived the in-service needs more intensely

58

than did teachers and differed from teachers in the rank
order of the categories. Another significant difference
was found according to the grade level taught for four
categories: assessing and evaluating student behavior,
planning instruction, conducting and implementing
instruction, and performing administrative duties.
Post-comparison tests indicated that teachers of grades
4-6 rated the categories significantly more important
than did teachers of grades 9-12. Significant
differences across levels of teaching experience were
also found for four categories: planning instruction,
conducting and implementing instruction, performing
administrative duties, and communicating and
instructing. Post-comparison tests revealed that
teachers with the least experience rated the categories
as more important than did teachers with more
experience.

McClaron (1981) focused on the perceptions of
administrators and teachers on the need for and the
extent of teacher involvement in the planning process of
in-service education at the school level. She found
that educational background had some effect on the
perception of teachers and administrators about the need
for teacher involvement in the planning of in-service
teacher education. She also found a relationship
between the extent of teacher involvement in the

planning of in-service education and the effectiveness

59

of in-service education at the school level. Teachers
expressed a strong need to make comments and suggestions
relative to in-service activities planned for their
school, to be involved in the planning of in-service
activities at every stage, to participate in the
planning of evaluation procedures and activities, and to
be involved in the selection of resource persons.

In a study entitled "A Descriptive Study of
Perceived Professional Benefits Derived from Teacher
Involvement in the Kent Professional Staff Development
Center", Mubarak (1982) found that the respondents with
more advanced education were more likely to be members
of the needs-assessment committee. In fact, the higher
the educational degree obtained the more involvement in
planning activities, the more likely of being a member
on the implementation committee, the stronger the
involvement in the implementation committee, the higher
the number of committee memberships in the governance
process, and the more benefits, as perceived by
respondents, were derived from the involvement with the
teachers' center.

Davis (1984) found that school role (principal
versus teacher) was a predictor in five of the seven
in-service needs categories. Principals assigned higher
(more important) value to assessing and evaluating
student behavior, planning instruction, conducting and

implementing instruction, communicating and interacting,

60

and developing personal skills. Education of the
respondent was found to be the predictor in only two
categories: assessing and evaluating student behavior,
and conducting and implementing instruction. Persons
with Bachelor's and Master's degrees rated the
categories higher than Master's-plus respondents. In
addition, the finding revealed that the longer the
respondents attended an in-service program, the higher
value they assigned to the categories.

Fresko and Ben-Chaim (1986) conducted a study to
measure in-service needs of 246 teachers of mathematics
in Grades 7, 8, and 9. Again, teachers' years of
experience came into play when they assessed their.
needs. Teachers who were relatively new to the
mathematics-teaching profession indicated that their
greatest needs were in the areas of classroom strategies
and teaching aids, while they showed least'interest in
information (such as curriculum, curriculum change, and
research developments). On the other hand, the most
experienced teachers wanted information, curriculum, and
subject-matter knowledge.

Using a sample of educators from thirteen school
districts in Western New York who had attended seven
varied staff development programs during the 1981-82
school years, David (1986) studied staff development as
a vehicle for curriculum change. He found that the

participants had improved in their awareness and

61
knowledge from one-half day, one day, and two-day
programs, while they improved their skills and ability
for applications from fifteen-day programs.

The characteristics of outstanding teachers were
among the many areas that have attracted the attention
of researchers in education, perhaps because teacher
characteristics were important elements in the learning
process. A teacher's interest, ability, attitude toward
pupils, emotional adjustment, enjoyment of teacher-pupil
relationship, interest in reading and literary matters,
participation in social and community affairs, interest
in teaching, and degree of knowledge in the subject
matter were among the topics that have been studied.
Taking an overview of these studies, Ryans (1960)
pointed out that

Superior intellectual abilities, above-average

school achievement, good emotional adjustment,

attitudes favorable to pupils, enjoyment of
pupil relationships, generosity in the appraisal
of the behavior and motives of other persons,
strong interests in reading and literary
matters, interest in music and painting,
participation in social and community affairs,
early experiences in caring for children and
teaching . . . , history of teaching in family,
family support of teaching as a vocation, strong
social service interests, . . . appear to apply
very generally to teachers judged by various
kinds and sets of criteria to be outstanding.

(p. 366)

Corroborating this synopsis, the Northern Plains Teacher
Corps Project (1980) concluded that "The competent

teacher seeks to develop in three major kinds of ways:

first, in improving personality; second, in increasing

62
subject matter knowledge: and, third, in improving

teaching skills“ (p. 1).

Summary

This chapter included the review of the related
literature pertinent to the present study. The review
was presented in six sections. The impact of the nature
of social studies as a discipline on teachers' need for
in-service training was discussed in the first section.
The second section dealt with the present status of
pre-service and in-service training programs of social
studies teachers in Saudi Arabia. The results of
related studies carried out in Saudi Arabia on the
education of social studies teachers was covered under
section three while, the results of related studies
carried out in Saudi Arabia on teacher education in
general was discussed in section four. The fifth
section focused on the results of related studies
conducted outside of Saudi Arabia in the assessment of
social studies teachers' need for in-service training.
Finally, section six presented the results of related
studies conducted outside of Saudi Arabia in need
assessment of teachers in general.

The literature indicated that the needs of social
studies teachers for in-service training emerge from the
nature of the topics they teach--knowledge regarding the ..

social studies is always undergoing change and

63

develOpment. The review also revealed that nine Saudi
colleges offer social studies programs, but only some of
them offer pre-service training for social studies
teachers. In addition, the review revealed that no
special in-service training for social studies teachers
exists in Saudi Arabia, while those in-service
activities that do exist are not available for all
teachers and are not part of a continuous in-service
process.

The literature indicated that social studies
teachers face a variety of problems, such as: lack of
curriculum guides and pamphlets describing and
discussing various teaching strategies: assignment of
teachers to teach any social studies subject, regardless
of their area; lack of instructional media; lack of
places in schools to house instructional media: lack of
administrative support for the use of audio-visual
materials and equipment: lack of in-service education;
late schedule for social studies; lack of library
facilities,- lack of parental support: curriculum
rigidity,- outdated textbooks: low student interest: and
lack of time for field trips.

It was also indicated in the literature that age,
teaching experience, region of work, attendance at
in-service training, position held, marital status,
travel experience, grade level taught, level of

education, and educational background are related to the

64
perceptions of teachers regarding their needs for
in-service training. In addition, the review revealed
that classroom techniques, content/materials curriculum,
alternative classroom approaches, use of audio-visual
equipment and materials, classroom management routines
and discipline, teaching methods, motivation of
students, and evaluation of student progress are the

areas of higher need for in-service training among

teachers in general.

CHAPTER III

RESEARCH METHODOLOGY AND PROCEDURE
OF DATA COLLECTION

This chapter describes the procedure and methods
used in this study. The following topics will be
discussed:

1. The instruments of data collection.

2. Development of the instruments.

3. Translation of the instrument and the procedure

of establishing its face-validity.

4. The pilot study.

5. validity.

6. Reliability.

7. Population.

8. Sample.

9. Instrument distribution and data collection.

10. Analysis of the data.

The Instruments of Data Collection
The primary purpose of the study was to identify
the needs of male intermediate school social studies
teachers in Saudi Arabia for in-service training
programs, as perceived by the male social studies

65

66

teachers themselves, by social studies supervisors, and
by school principals. Various needs were explored,
including social studies goals, subject-matter content,
teaching methods, instructional media, student
evaluation, and development of a learning environment.
In order to determine the specific in-service training
needs of teachers, the study garnered teachers'
perceptions of the rank-order importance of these six
instructional areas and of five competencies (a copy of
the English version of the data-gathering instrument is
provided in Appendix A). In addition, the perceived
roles of social studies supervisors and school
principals in developing the teaching competency of
social studies teachers were also identified. Finally,
this study aimed to ascertain the major problems faced
by social studies teachers and the characteristics
considered most important in an outstanding social
studies teacher.

In order to achieve these purposes, an in-service
needs assessment survey-questionnaire was utilized.
When well-prepared, the questionnaire survey form has
certain advantages as a tool for gathering data. It is
appropriate for use as a self-administered instrument.
Best and Kahn (1986) point out that,

Questionnaires administered personally to

groups of individuals have a number of

advantages. The person administering the
instrument has an opportunity to establish

67

rapport, to explain the purpose of the study,

and to explain the meaning of items that may

not be clear. The availability of a number of
respondents in one place makes possible an
economy of time and expense and provides a high

proportion of usable responses. (p. 166)

The advantages of this type of survey lie not just
in economy of time and expense, but also in its
characteristic of achieving great reliability. As
Kerlinger (1986) indicates:

The self-administered instrument has certain

advantages. With most or all of its items of

the closed type, greater uniformity of stimulus
and thus greater reliability can be achieved.

In this respect, it has the advantages of

Objective-type, written tests and scales, if

they are adequately constructed and pretested.

A second advantage is, that, if anonymous,

honesty and frankness may be encouraged.

(p. 446)

In answering the questionnaire, teachers were
asked to rate their own needs for in-service training
programs, while supervisors and school principals were
asked to rate the in-service training needs of social
studies teachers with whom they worked.

Because teachers were asked to express their needs
for in-service training programs, while the social
studies supervisors and school principals were asked to
give their perceptions about the needs of social studies
teachers for in-service training programs, some
questions in the questionnaire were formulated

differently in order to elicit the needed information.

Accordingly, two separate versions of the questionnaire

68
were designed, one for teachers, the other for
supervisors and principals.

The questionnaire for this study is divided into
three parts. The first part consists of eighteen items
which mainly focus on the demographic characteristics
of the respondents. In constructing the items of this
section of the questionnaire, both open- and
closed-ended items were used. In order to stimulate
respondents' thinking during the time they filled out
this portion of the questionnaire, three non-
demographic items were included. One of them asked the
respondents to rank the chosen areas of in—service
training programs according to the needs of social
studies teachers, while the other two asked the
respondents to give three characteristics of an
outstanding social studies teacher and three major
problems facing social studies teachers.

The second part of the questionnaire consists of
forty-three items, of which forty-two were closed-
ended. The remaining item asked the respondents to
rank the five most needed competencies among the given
42 competencies for in-service training programs of
social studies teachers.

The third part of the questionnaire consists of
one open-ended question asking about the role of social
studies supervisors and school principals in the

development of social studies teachers' competencies.

69
Development of the Instrument

To measure the variables for this study, an
instrument was constructed. Since no single instrument
was found to be exactly apprOpriate to fit the purpose
of this study, the following procedures were followed to
construct an apprOpriate instrument and establish its
face validity. Development of the study's major
dependent variable--the perceptions of male social
studies teachers, supervisors, and school principals in
Saudi Arabian intermediate schools with regard to the
in-service needs of social studies teachers--was
initiated through the examination of previous literature
in an effort to identify items that measure those
perceptions. Most of the items were taken directly from
or modified from an assessment instrument published by
the Pennsylvania Council for the Social Studies (1977),
and from the work of Felder and Schomburg (1981),
Ingersoll (1976), Al-Ghamdi (1982), Al-Ismaeel (1981),
Bakri (1983), and Al-Sahlani (1983). Some items were
developed by the researcher. Selection of particular
items was dependent upon the researcher's judgment of
the item's ability to fit with the study's purpose and
the Saudi context. The items developed for ascertaining
perceptions follow the Likert scale, which is most
widely used in studies of this type. This scale has
four response categories: "strongly needed", "needed",

”not needed", and "strongly not needed". The categories

70

were coded as 3, 2, l, and 0, respectively. Thus,
according to this scale, a mean response between 0 and
1.00 will be interpreted as "not needed": between 1.01
and 2.00 as “average need": and between 2.01 and 3.00 as
"above average need." Two of the items in the
questionnaire required short answers while one item
required a longer essay—type answer.

This study focuses on six areas of teacher
competency. Within the survey instrument, seven items
are devoted to each area of competency. Items 1 to 7
represent goals and objectives: Items 8 to 14 represent
subject content: Items 15 to 21 represent teaching
methods: Items 22 to 28 represent instructional media:
Items 29 to 35 represent student evaluation; and Items
36 to 42 represent developing learning environment.

The procedure employed to measure the independent
variables is as follows:

-eAge is measured by a single item asking the
respondent to identify his age group. Possible
responses for age are 20-24, 25-29, 30-34,

35-39, 40-44, 45-49, 50—54, and 55 years or age
or more.

--Marital status is measured by a single item
asking the respondent to identify his marital
status as either single or married.

--Position is measured by a single item asking the
respondent to identify his position: possible
responses include social studies teacher,
supervisor, and school principal.

--City where worked is measured by a single item
asking the respondent to identify the name of

the city where he works: possible responses
include Dammam, Riyadh, and Taif.

71

--Areas in which the respondent has travelled is
measured by a single item asking the respondent
to identify those areas of the world he has
travelled in and to give the number of time(s)
that he has gone to each area. Possible
responses are other Arabic States, non-Arabic
Asian states, non-Arabic African states,
European states, South or Central American
states, the United States, or no travel outside
Saudi Arabia.

 

--College from which the respondent graduated is
measurediby a single item asking the respondent
to identify his college: possible responses
include education, arts and sciences, humanities
and arts, social science, Islamic law (shari'a),
or other (which will be named).

--Major and minor areas of study are measured by a
single item asking the respondent to write his
major and minor: possible responses are
geography, history, and Islamic civilization.
Each of these may or may not be accompanied by a
minor in education. In addition, some school
principals may mention other majors.

 

-éName of the university from which the respondent
graduated is measured by a single item asking
the respondent to identify the name of the
university. Umm Al-Qura, King Saud, King
.Abdulaziz, Amam Muhammad Ibn Saud, and King
Faisal University are possible responses for
most respondents; a few may mention other
universities.

--Country of the university is measured by a
single item asking the respondent to identify
the country of the university. Saudi Arabia,
Arab countries, European countries, and the
United States are possible responses.

--Highest degree held beyond the bachelor's degree
is measured by a single item asking the
respondent to identify his highest degree held
and the university that granted the degree.
Possible responses are diploma, master's, and
Ph.D.

--Teaching experience in social studies is
measured by a single item asking the respondent
to identify his teaching experience in social
studies. Possible responses are 0 years, less
than 1 year, 1-5 years, 6-10 years, 11-15 years,
16-20 years, and more than 20 years.

 

72

--Supervisory experience in social studies is
measured by a single item asking the respondent
to identify supervisory experience in social
studies. Possible responses are less than 1
year, 1-5 years, 6-10 years, 11-15 years, 16-20
years, and more than 20 years.

--School principal's experience is measured by a
single item asking the respondent to identify
his experience as school principal. Less than
one year, 1-5 years, 6-10 years, 11-15 years,
16-20 years, and more than 20 years are possible
responses.

--Current subject being taught is measured by a
single item asking the respondent to identify
his current subject. Geography and history are
likely to be the most common responses.

--Participation in a social studies symposium
(meeting) during the past two years is measured
by a single item asking the respondent to
identify the number of times he has participated
in a social studies symposium during the last
two years with different personnel. Possible
responses are none, once, twice, and more than
twice.

--Attendance in previous in-service training
programs is measured as a dichotomy variable:
yes or no. The duration of the previous
in-service training program (if any) is measured
by a single item asking the respondent to
specify the nature of and duration, in weeks, of
the previous in-service training program.

--Participation in theyplanningyand evaluation of
the previOus in-service training program is
measured by a single item, with possible
responses of yes or no. The value of the
previous in-service training program is measured
by a single item asking the respondent to
identify the value which he gives to the
program: possible responses include very
valuable, valuable, and not valuable.

--Willingness to participate in an in-service
training program on his own time is measured by
a single item, with possible responses being yes
or no.

73

Trapslation of the Instrument and
the Procedure of Its Face-Validity

 

After the researcher translated the original
instrument (the English version) into Arabic, the native
language of the respondents, a group of six Saudi
doctoral students at Michigan State University were
given the two versions of the instrument for comparison
and commentary. After three days, the group met again
with the researcher to discuss the instrument and its
translation. In light of that discussion, the
researcher rewrote the instrument to remove any
ambiguities or discrepancies.

Upon arrival in Saudi Arabia, the researcher
submitted copies of both the English and Arabic versions
of the questionnaire to five professors from the
Colleges of Education and Social Sciences, as well as to
the Educational Research Center at Umm al-Qura
University in Makka, and to two other professors, one
from the community college in Taif while the other was
from the College of Education in Riyadh. Their
suggestions were considered for further corrections and
changes of the instrument.

Finally, the researcher rewrote the final draft of
the Arabic-language instrument. This final Arabic
version was given to a lecturer at Community College in
Taif (who has a master's degree in Arabic language) to

evaluate its grammar and readability. In light of his

74
corrections, the final draft was rewritten and
considered suitable for conducting a pilot study. (A
copy of the Arabic version of the questionnaire can be

found in Appendix B.)

Pilot Study

 

A pilot study plays an important role in the
process of improving a study's quality. Because the
results of a pilot study may lead to improvement in the
clearness of the instrument, it has been recommended by
many researchers. Borg and Gall (1983) discusses the
many gains that can result from a pilot study when he
states:

In addition to serving all the purposes of the

usual tryout, such as improving data-collecting

routines, trying scoring techniques, revising
locally developed measures, and checking the
appropriateness of standard measures, the pilot
study provides additional knowledge that leads

to improved research. (p. 100)

To ensure that the instrument for this study would
be clearly understood by the respondents, a pilot study
was made before the actual collection of the data was
begun. This pilot study was carried out in one
elementary and four intermediate schools in Taif city.
Those who participated in the pilot study included four
school principals, three vice-principals, and twelve
social studies teachers. The researcher visited all

five schools and, in administrating the pilot study, met

with all the staff who participated in order to make

75
sure that the instrument was clear. The researcher
explained the purpose of the study and answered all
questions concerning the questionnaire.

In light of the pilot study's results, the final
version of the instrument was written. The final draft
of the English and Arabic versions of the questionnaire
were submitted to the English department in the College
of Social Science at Umm Al-Qura University so that the
Arabic version could be checked against the English one
for any discrepancies in meaning. After comparing the
two versions, the English department gave the opinion

that the two versions conveyed the same meaning.

Validity
Validity plays a strong role in the value of a

study's results. It is considered one of the most
significant characteristics of any good instrument. To
define validity, Kerlinger (1986) points out that "the
commonest definition of validity is epitomized by the
question: Are we measuring what we think we are
measuring? The emphasis in this question is on what is
being measured" (p. 417). One the importance of the
process of obtaining content validity, Ary et al. (1972)
state "content validity is essentially and of necessity
based on judgment. The test maker may ask a number of
experts to examine the items systematically and indicate

whether or not they represent sufficiently well the

76
theoretical universe from which they were drawn"
(p. 192).

In order to ensure the increased content validity
of this study's survey instrument, the researcher relied
upon the following strategies. When constructing the
questionnaire, the researcher:

A. Relied heavily on the related references to
his subject in the literature. Accordingly, as is
mentioned in the discussion of the develOpment of the
instrument, most of the items were taken directly or
modified from Pennsylvania Council for the Social
Studies (1977), Felder and Schomburg (1981), Ingersoll
(1976), Al-Ghamdi (1982), Al-Ismaeel (1981), Bakri
(1983), and Al-Sahlani (1983). Only four items were
added by the researcher.

B. Consulted with his adviser and committee
members, seeking their critical comments.

C. Requested that Saudi Ph.D. students at
Michigan State University review the questionnaire and
the study's purpose, and then give their critical
comments. Taking into consideration their comments and

suggestions, the researcher modified some items.

Reliability
Cronbach's alpha statistical technique was used to
determine the reliability of the survey instrument. The

Cronbach reliability coefficient measures the internal

77
consistency of an instrument. The overall reliability
coefficient was .9515 for this study's instrument, while
the reliability coefficient was .8331 for the instrument
of goals and objectives area, .7617 for the subject
matter content area, .7915 for the teaching methods
area, .8157 for the instructional media area, .8363 for
the student evaluation area, and .8677 for the
develOping learning environment area. According to Ary
et a1. (1972), most test makers and researchers are
satisfied if they obtain reliability coefficients of .90
and above, but are dissatisfied if they get coefficients
below .70. Accordingly, the result of Cronbach's alpha
for this study indicates that the questionnaire items

had a satisfactory level of reliability.

Population

 

Education in Saudi Arabia is separated according
to gender. The Ministry of Education is responsible for
male schooling at all levels of public school, while the
Presidency for Girls' Education is responsible for
female schooling at the same levels. Since male schools
were more accessible, the target population for this
study was delimited to urban intermediate-school male
social studies teachers, supervisors, and principals
working under the supervision of the Ministry of
Education in Saudi Arabia during the 1987/88 school

Year. The accessible populations consisted of male

78

teachers, supervisors, and principals from three cities
located in the Eastern, Central, and Western regions of
Saudi Arabia, three of the most pOpulous regions in the
country (see Figure 3.1). Respectively, these three
cities are Dammam, Riyadh, and Taif. They are located
in the three school districts with the largest number of
intermediate schools within Saudi Arabia. Since all
public schools are under the administration of the
Ministry of Education, and since respondents'
demographic characteristics (degree, major, experience,
salary, promotion, opportunity) are similar across
cities, these accessible pOpulations can be considered
as representing the target population for the study.

Because supervisors and school principals are
involved deeply with the teaching of social studies and
with social studies teachers, their views were solicited

as an important element in this survey.

Sample
The school districts of Dammam, Riyadh, and Taif

were selected because they are the three school
districts in Saudi Arabia with the largest number of
intermediate schools. A random sample of public
intermediate schools from each city in these districts
was obtained in order to gather the respondents for the

present study.

79

 

Northern \L
Province

    
 
    
 
  
 

  

"‘ 4..
e
6.
I
3 . ’0
3,, e
l o
J 4 9 F F a
Western :3 as,
Province Riyadh ' 5; ‘0’1) . T
c
o

  

Central
Province

 

4 Southern
0 .
0 ' rov u nce
I r
'5
O Abhe
as -

- -b- ------- -

Arebien,$ee

 

 

 

Figure 3.l--Map of the Kingdom of Saudi Arabia. (From
Saudi Arabia, Kingdom of. Facts and Numbers:
Achievement 9f Developmept Planning. Saudi Arabia:
Ministry of Planning, 1982. In Arabic).

 

80

According to the summary statistics on education
for the 1986/87 school year (Ministry of Education,
1986/87), the total number of intermediate schools in
Dammam, Riyadh, and Taif districts were 79, 118, and 88,
respectively. In consultation with the chairperson of
the supervision department in each city, it was found
that the total number of intermediate schools within the
city limits of Dammam, Riyadh, and Taif were 14, 84, and
34, respectively. Based on the result of the pilot
study and consultation with the Ministry of Education,
78 intermediate schools were included in the present
study (i.e., 59% of all schools in the three cities.

Table 3.1 shows the breakdown of the selected
sample of schools from each city.

Table 3.1--Distribution by city of the schools contacted
for the study.

 

 

 

City Number of Selected Schools Percentage
Dammam 9 64 %
Riyadh 49 58 %
Taif 20 59 %
Total 78 59

Accordingly, from the list of intermediate schools
provided by the chairperson of the Supervision
Department in each city, the researcher randomly
selected a sample of schools from each city.

All social studies supervisors in the three

selected districts were included in the study because

81
their number was small. All principals and social
studies teachers of the selected intermediate schools
were asked to participate in the study. Table 3.2 shows
the number of teachers, supervisors, and schools

principals who participated in the study.

Table 3.2--Distribution of participants by city and by

 

 

 

position.
City Teachers Supervisors School Principals
Dammam 20 5 8
Riyadh 108 6 46
Taif 40 5 17
Tbtal 168 16 71

Instrument Distribution
and Data Collection

 

 

In July 1987, this study's proposal was approved
by the researcher's doctoral committee. ' Accordingly,
the researcher provided the University Committee on
Research Involving Human Subjects (UCRIHS) with a cOpy
of the proposal so that it might review the material and
grant approval to conduct the study. Such approval was
granted in July 1987. (See Appendix C for this letter
and other correspondence related to the research that is
mentioned in this section.) The researcher's academic
advisor wrote an explanatory letter to Saudi Arabian
authorities to obtain permission to conduct the study.

Subsequently, the researcher's sponsor, Umm Al-Qura

82
University, granted permission to conduct the study in
Saudi Arabia.

On October 7, 1987, the researcher arrived in
Saudi Arabia and contacted the College of Education at
Umm Al-Qura University, and obtained an introductory
letter to the Ministry of Education informing it of the
researcher's proposed study to be conducted in schools
located in the cities of Dammam, Riyadh, and Taif.
Three letters were then obtained from the Ministry of
Education, one to each educational district, giving
permission for the researcher to conduct the study
within their schools. Finally, each school district
provided the researcher with a letter to each selected
school to introduce the researcher and to explain the
proposed study to the respondents and thus enhance their
contribution to the study. After obtaining the
necessary permission, the researcher visited and
presented the letter to each school. As mentioned
previously, the questionnaire forms were distributed in
three cities (Dammam, Riyadh, and Taif). All social
studies supervisors in each school district, all
principals in all schools, and all social studies
teachers in all selected schools were asked to
participate in the research.

The researcher personally distributed and
collected the questionnaire forms in all schools, except

for three schools in Riyadh and two in Taif. The

83

researcher collected the data first from Riyadh, then
Dammam, then Taif. The number of visits to each school
ranged from two to five visits. The rate of returns was
97.8 %. This high rate of returns might be due to the
efforts of the researcher in visiting almost all the
schools and meeting most Of the respondents, which might
have encouraged their participation. Also, the
researcher collected the data during the period when the
school was not busy with examination. Not all of the
returned questionnaire forms were usable. Table 3.3
shows the number of distributed, returned, and usable
questionnaire forms for each group. A questionnaire
form was considered unusable when it was not completely
filled out.

Data collection began on October 23, 1987, and was

completed on December 9, 1987.

Table 3.3--Distribution by position of questionnaires
that were distributed, returned, and usable.

 

Return Usable
Distributed Returned Rate Usable Rate

 

Teachers 173 170 98.3% 168 97.1%
Supervisors 17 16 94.1% 16 94.1%
School

Principals 78 76 97.4% 71 91.0%

 

Tbtal 268 262 97.8% 255 95.2%

84
Analysis of the Data

Upon completion of data collection, all
respondents' responses were coded. The obtained data
was then transferred from questionnaire forms to
test-score forms, which were subsequently sent to the
Michigan State University Computer Center for the
creation of a data file.

Statistical analysis was carried out using the
Statistical Package for Social Sciences (SPSS) computer
program. For advice on statistical analysis of the
data, the researcher consulted with a research
consultant at MSU's College of Education.

The analysis utilized descriptive statistics
(mean, standard deviation, frequencies, and percentage
distribution): multivariate analysis of variance
(MANOVA): univariate analysis of variance (ANOVA): and
Tukey's test. MANOVA was used to determine significant
differences among groups of respondents for multivariate
outcomes (i.e., multiple instructional competencies).
The univariate F-test was used to determine if there
were significant differences in the group means of each
independent variable for each competency area. The
Tukey's test was used to determine the significance of
pair-wise differences among the levels of independent
Variables. An alpha level of .05 percent was used for

all statistical tests employed.

85
Summary

In this chapter, the procedure and methodology
utilized in conducting the study have been discussed.
The following subtopics were included: the instruments
of data collection, development of the instruments,
translation of the survey instrument and the procedure
of its face-validity, the pilot study, validity,
reliability, population, sample, instrument distribution
and data collection, and, finally, the analysis of the

data.

CHAPTER IV
ANALYSIS OF DATA

The primary purpose of this study was to identify
the needs of male, intermediate-school, social studies
teachers in Saudi Arabia for in-service training
programs. To meet the study's objectives, the
perceptions of male social studies teachers, social
studies supervisors, and school principals were obtained.

In order to determine the specific in-service
training needs of teachers, the study garnered
respondents' perceptions of the importance of 42 selected
competencies in six instructional areas. These areas
were social studies goals, subject matter content,
teaching methods, instructional media, student
evaluation, and develOpment of learning environment. The
respondents were also asked to rank-order five most
needed competencies and the six instructional areas. In
addition, the roles of social studies supervisors and
school principals in developing teaching competency of
social studies teachers also identified. Finally, this
study aimed to ascertain major problems faced by social
Studies teachers and characteristics considered most

important in these teachers.

86

87

The results of the analysis are presented in the
following ten sections:

(a) demographic characteristics of the
respondents:

(b) perceptions of the respondents regarding
characteristics of outstanding social studies teachers
and the major problems faced by social studies teachers:

(c) the role of social studies supervisors and
school principals in developing the teaching competency
of social studies teachers:

(d) the attendance of social studies teachers at
in-service training programs:

(e) the willingness of social studies teachers to
attend in-service training programs on their own time:

(f) the perceptions of the respondents regarding
the five competencies most strongly needed for social
studies teachers' in-service training programs:

(g) the extent of the perceived need of social
studies teachers for in-service training programs in the
six selected areas of teaching competency:

(h) comparison of teachers' perceptions of the
in-service training needs according to their demographic
characteristics:

(i) comparison of the perceptions of school

principals regarding the needs of teachers for

88
in-service training programs according to their
demographic characteristics: and
(j) comparison of the perceptions of respondents
regarding the needs of teachers for in-service training

according to their position.

Characteristics of the Respondents

The sample for this study included 168 social
studies teachers, 16 social studies supervisors, and 71
school principals. They worked in intermediate schools
in three cities in Saudi Arabia under the supervision of
the Ministry of Education. All teachers had
baccalaureate degrees, while 13 of them also held
diplomas beyond the baccalaureate degree (see Table
4.5). Of the teachers, only 22 had attended in-service
training programs offered to the general staff of
education (see Table 4.11).

The age of the teachers ranged from 20 to 54
years, and most were married (see Tables 4.1 and 4.2).
Their experience in teaching social studies was from
less than one year to more than 20 years (see Table
4.7). They taught history and geography at levels 1, 2,
and 3 of intermediate school (equivalent to grades 7, 8,
and 9). Of these teachers, 87 (51.8%) had a history
major, 79 (47%) had a geography major, and two (1.2%)
had a major in Islamic Civilization and System (see

Table 4.4). Seventy-six percent of the teachers had

89
travelled abroad between one and 21 times (see Table
4.6). They also had attended social studies meetings at
various levels.

The age of most of the supervisors and the
principals was between 25 and 55 years, and all were
married. All supervisors had baccalaureate degrees:
three had master's degrees: and seven had a diploma
beyond the baccalaureate degree. Among the supervisors,
50% had attended an in-service training program, and
87.5% had travelled abroad between one and 15 times.
They had attended social studies meetings at various
levels.

Of all the school principals, 64 had baccalaureate
degrees: six had master's degrees: and 17 held a diploma
beyond their baccalaureate degree. Sixteen (22.5%) of
the principals had attained in-service training
programs, while 90.1 percent of them had travelled
abroad between one and 22 times (see Table 4.5).

Table 4.1 shows the age distribution of the three
groups of respondents. As shown, the age of 85 (50.6%)
teachers was between 25 and 29 years, while the age of
32 (19%) was between 30 and 34 years. Of the
principals, 20 (28.2%) were between 35 and 39 years: 18
(25.4%) were between 40 and 44 years: and 17 (23.9%)
were between 45 and 49 years.

As shown in Table 4.2, all the supervisors and

principals were married, whereas only 70.2 percent of

90

Table 4.l--Distribution of Respondents by Age.

 

 

 

Age Group Teachers Supervisors Principals
(years) f % f % f %
20-24 20 (11.9) - - - -
25—29 85 (50.6) 1 (6.3) 3 (4.2)
30-34 32 (19.0) 2 (12.5) 10 (14.1)
35-39 15 (8.9) 4 (25.0) 20 (28.2)
40-44 13 (7.7) 1 (6.3) 18 (25.4)
45-49 2 (1.2) 5 (31.3) 17 (23.9)
50-54 1 (0.6) l (6.3) 2 (2.8)
55 and above - 2 (12.5) 1 (1.4)
Total 168 (100) 16 (100) 71 (100)

Table 4.2--Distribution of Respondents by Marital

 

 

Status.
Marital Teachers Supervisors Principals
Status f % f % f %
Single 50 (29.8) - - - -
Married 118 (70.2) 16 (100) 71 (100)

 

Total 168 (100) 16 (100) 71 (100)

 

 

91

the teachers were married. This situation prevented the
researcher from carrying out comparisons according to
marital status among the supervisors and principals.

Table 4.3 shows that 62.5% of the teachers
graduated from a College of Education, 17.3% from a
College of Social Science, 10.1% from a College of Arts,
7.1% from a College of Islamic Law, and 3% from a Cbllege
of Human and Arts. The table also shows that 37% of the
supervisors graduated from a College of Arts, 25% from a
College of Social Science, 18.8% from a College of
Education, 12.2% from a College of Islamic Law, and 6.3%
from a College of Humanities and Arts. As for
principals, Table 4.3 shows that 28% of the principals
graduated from a College of Islamic law, 19.7% from a
College of Education, 11% from a College of Arabic

Language, and 9% from a College of Social science.

Table 4.3--Distribution of Respondents by College of

 

 

Graduation.

College of Teachers Supervisors Principals
Graduation f % f % f %
Education 105 (62.5) 3 (18.8) 14 (19.7)
Arts 17 (10.1) 6 (37.5) 2 (2.8)
Humanities and
Arts 5 (3.0) 1 (6.3) 3 (4.2)
Social Science 29 (17.3) 4 (25.0) 7 (9.9)
Islamic Law 12 (7.1) 2 (12.1) 27 (28.0)
Science & Business - - 3 (4.2)
Arabic Language - - 8 (11.3)
Community College

and others - - 7 (9.9%)

 

 

 

Total 168 (100) 16 (100) 71 (100)

92

Table 4.4 presents distribution by major field of
study. It shows that 87 (51.8%) teachers had an
academic major in history, and 79 (47%) in geography.
Among supervisors, 7 (43.8%) had an academic major in
history, and 9 (56.3%) in geography. As for the school
principals, 23 (38.4%) had an academic major in Islamic
law, 12 (16.9%) in history, and 12 (16.9%) in Arabic

language.

Table 4.4—~Distribution of Respondents by Major

 

 

Field.
Major Teachers Supervisors Principals
Field f % f % f %
History 87 (51.8) 7 (43.8) 12 (16.9)
Geography 79 (47) 9 (56.3) 8 (11.3)

Civilization &

 

 

 

Islamic System 2 (1.2) 1 (1.4)
Islamic Law 23 (32.4)
Arabic Language 12 (16.9)
Sociology 1 (1.4)
Psychology 1 (1.4)
English 1 (1.4)
Math 1 (1.4)
Science 1 (1.4)
Bus. Admins. 3 (4.2)
Community College
and Center for
Math and Science
Diploma 7 (9.9)

Total 168 (100) 16 (100) 71 (100)

 

Distribution by highest degree held is shown in
Table 4.5. Only 13 (7.7%) teachers had a post-

baccalaureate diploma, while none of them had a master's

93

Table 4.5--Distribution of Respondents by Highest Degree
Held Above the Undergraduate Level

 

 

 

Degree Teachers Supervisors Principals
Held f % f % f %
Beyond

Baccalaureate 13 (7.7) 7 (43.8) 17 (23.9)
Diploma

Masters 0 (0) 3 (18.8) 6 (8.5)
degree. Seven supervisors (43.8%) had a: post-

baccalaureate diploma, while 3 (18.8%) had a master's
degree. Table 4.5 also shows that 17 principals (23.9%)
had a post-baccalaureate diploma, while 6 had a master's
degree.

Table 4.6 presents the number and percentage of
those who had travelled abroad from each group of
respondents. The table reveals that 90.1% 'of the
principals, 87.5% of the supervisors, and 75.6% of the
teachers had travelled to another country at least once.
The number of travels among principals and supervisors

was higher when compared to that of teachers.

Table 4.6--Distribution of Respondents by Travel Abroad

 

 

Travelled Teachers Supervisors Principals
Abroad f % f % f %

‘Yes 127 (75.6) 14 (87.5) 64 (90.1)
No 41 (24.4) 2 (12.5) 7 (9.9)

 

Total 168 (100) 16 (100) 71 (100)

 

94
Table 4.7 shows the number of years respondents
had taught in social studies, been supervisors in social
studies, or functioned as in-school principals. It
reveals that for the teachers, 94 (56%) had taught from
one to five years: 31 (18.5%) had taught from six to 10
years: 22 (13.1%) had taught from 11 to 15 years: and 16

(9.5%) had taught less than one year.

Table 4. 7—Distribution of Respondents by Teaching Experience in Social
Studies, Supervisim Experience in Social Snxiies, and
School Administraticn aperience.

 

Teachers Supervisors Principals

 

Teaching School
Teaching Teaching Supervision Soc.Stud. Admin.

 

 

No. of Years f % f % f % f % f %

less thanl 16 (9.5) - - 1 (6.3) 3 (4.2) 2 (2.8)
1 to 5 94 (56.0) 5 (31.3) 5 (31.3) 16 (22.5) 28 (39.4)
6 to 10 31 (18.5) 4 (25.0) 6 (37.5) 7 (9.9) 20 (28.2)
11 to 15 22 (13.1) 2 (12.5) 2 (12.5) 1 (1.4) 10 (14.1)
16 to 20 3 (1.8) - - 2 (12.5) - - 4 (5.6)
more than 20 2 (1.2) 5 (31.3) - - - - 7 (9.9)

 

The same table shows that five (31.3%) of the
supervisors had taught social studies from one to five
years, four (25%) had taught from six to 10 years, and
five (31.3%) had taught more than 20 years. In
addition, five (31.3%) had worked as supervisors in

social studies from one to five years, six (37.5%) had

95
worked as supervisors in social studies from six to 10
years, and two (12.5%) had worked as supervisors in
social studies from 16 to 20 years.

Finally, Table 4.7 reveals that 27 (38%) of the
principals had taught social studies from less than one
year to 15 years. As school principals, 28 (39.4%) of
the principals had worked from one to five years, 20
(28.2%) had worked from six to 10 years, and 10 (14.1%)
had worked from 11 to 15 years.

Perceptions of Respondents Regarding

Characteristics of Outstanding Social Studies
Teachers and the Problems They Face

 

 

 

The following research question is related to
perceptions of teachers, supervisors, and school
principals regarding the characteristics of an
outstanding social studies teacher and the major
problems faced by social studies teachers.

Research Question 1: What are the perceptions of
social studies teachers, social studies
supervisors, and school principals regarding the
characteristics of an outstanding social studies
teacher and the major problems commonly faced by
social studies teachers?

Table 4.8 presents the frequency and percentage
distribution of responses from teachers, supervisors,
and principals regarding the characteristics of an
outstanding social studies teacher. Table 4.9 presents
a similar distribution summarizing the major problems

faced by social studies teachers, as identified by the

three groups of respondents.

96

Table 4.8--Characteristics of Outstanding Social Studies
Teachers, as Rated by Respondent Groups

 

Teachers Supervisors Principals
Characteristic f % f % f %

 

very well-versed
in the subject
matter 105 (62.5)

\D

(56.25) 35 (49.3)

Knowledge of

other subjects 68 (40.5) (50.0) 35 (49.3)

m

Personality that
attracts students
for more learning 58 (34.5)

on

(50.0) 20 (28.2)

Ability to convey
information to

students using

suitable techniques 46 (27.4)

Ul

(31.25) 14 (19.7)

Ability to use

instructional media

and other sources

of information 24 (14.3)

Us.)

(18.75) 18 (25.4)

An interest
in teaching the
subject(s) 17 (10.1)

N

(12.5) 19 (26.8)

 

As shown in Table 4.8, six characteristics of a
good social studies teacher were identified by the
respondents. These characteristics were: (a) very well-
versed in the subject matter, (b) knowledge of other
subjects, (c) a personality that attracts students for
more learning, (d) ability to convey information to the
students using suitable techniques, (e) ability to use
instructional media and sources, and (f) an interest in

teaching the subject. Other characteristics identified

97

Table 4.9--Major Problems Facing Social Studies
Teachers, as Rated by Respondent Groups

 

Teachers Supervisors Principals

 

Problem f % f % f %
Lack of instruc-

tional media 116 (69.0) 7 (43.8) 54 (76.0)
Curriculum

rigidity 75 (44.6) 3 (18.8) 26 (36.6)

Low student

interest in
social studies 41 (24.4) - 14 (19.7)

Heavy teaching

loads 36 (21.4) 4 (25.0) 19 (26.8)
Lack of suitable

school building 24 (14.3) 6 (37.5) 10 (14.0)
Low student reading

and writing skills 15 (8.9) 1 (6.3) 4 (5.6)
Lackiof field trips 9 (5.4) - 5 (7.0)
Lack of in-service

training programs 7 (4.2) 3 (18.8) 5 (7.0)
Lack of good prepara-

tion in teaching
social studies 5 (3.0) 6 (37.5) 7 (9.9)

 

,7

were: ability to link the subject to students' needs,
society's needs, and other school subjects: use of
examples from local and world events: and ability to
prepare lessons.

The major problems faced by social studies
teachers, as reported by the three groups of
respondents, are presented in Table 4.9. The problems

included: (a) lack of instructional media: (b) rigidity

98

of the curriculum: (c) low student interest in social
studies: (d) heavy teaching load: (e) lack of suitable
school buildings: (f) low student reading and writing
skills: (9) lack of field trips: (h) lack of in-service
training programs: and (i) lack of good preparation in
teaching social studies. Other problems identified were
lack of COOperation between the school and students'
families: lack of a suitable place for social studies
activities: and lack of curriculum guides for teachers.
The results indicate that principals were more
consistent with the teachers in their perceptions of the
problems faced by social studies teachers than were the
supervisors.

Perceptions of S_pervisors and Principals and

Expectations of Teachers for Regarding Actual

Roles of Supervisors and Principals in
Developing Social Studies Teachers

 

 

 

 

The following research question for this study is
related to the perceptions of supervisors and principals
and the expectations of teachers regarding the actual
roles of supervisors and principals in developing social
studies teachers.

Research Question 2: What are the actual roles of

supervisors and principals in developing social

studies teachers' competencies, as perceived by

supervisors and principals and as expected by
teachers?

 

Table 4.10 presents the percentage of agreement
regarding the roles of supervisors and principals, as

reported by supervisors and principals and as expected

99

Table 4. 10—-Peroentage of Agreement Regarding the Roles of Supervisors
and Principals in Developing Teacher (bnpetencies.

 

Teachers'
Expectations of Supervisors' Principals'
Supervisors and Self-Reported Self-Reported
Principals ' Roles Roles Roles

 

Making sure instructional
media materials are
available 45.2% 6.25% 61.9%

Giving advice and
reoonnendaticns 39. 9% 50. 0% 33 . 8%

Observing teachers in
classroom for diagnostic
purposes 23.2% 25.0% 25.3%

casting a good school
climate for teachers'
professional growth 22.0% 25.0% 39.4%

Helping teachers in organ-
izing his preferred
teaching schedule 14.3% 6.25% 5.6%

Encouraging teachers to
develqo their oonpetency
through in-service
training 12 . 5% 31 . 2% 30. 9%

eriucting meetings and
discussion 11 . 9% 56. 25% 23 . 9%

Informing teachers of new
regulations, news, and
activities 10. 1% 50. 0% 16. 9%

Improving teachers' teaching
ooupetencies through
reading 9. 5% 25.0% 26. 7%

Taking teachers' views for
improving social studies
curriculum 9.5% - -

 

100

Table 4. 10, continued

 

Teachers'
Expectations of Supervisors' Principals'
Supervisors and Self-kported Self-Reported
Principals ' Roles Roles Roles

 

Participation in social-
studies curriculum
development and helping
teachers gain insight in
this field 8.3% 25.0% 1.4%

Making roans available for
social studies activities 8. 3% - 8.4%

Encouraging teachers to do
field trips 6.5% - 15.4%

Practicing some teaching
methods in front of
other teachers 6. 5% 50.0% -

Encouraging teachers to
conduct research - 43. 7% 32.3%

Giving nore attention to
new teachers - 18. 75% -

looking at teachers'
lesson preparation - - 11.26%

 

by teachers. The results indicate that teachers had
specific expectations of supervisors and principals for
improving teachers' teaching competency. These
expectations, in order of importance, were: (a) making
sure instructional-media materials are available:
(b) giving advice and recommendations: (c) observing
teachers in the classroom for diagnostic purposes:

(d) creating a good school climate for teachers'

101

professional growth: (e) helping teachers to organize
their preferred teaching schedule: (f) encouraging
teachers to develop their teaching competency through
in-service training and conducting meetings and
discussions: (g) informing teachers of new regulations,
news, and activities: (h) improving teachers' teaching
competency through reading: (i) taking teachers' views
for improving social studies curriculum:
(j) participation in social studies curriculum
development and helping teachers gain insight in this
field: (k) making room available for social studies
activities: (1) encouraging teachers to do field trips:
and (m) practicing some teaching models in front of
teachers.

The supervisors' self-reported roles in developing
teachers' teaching competency are also shown in Table
4.10. These roles, in their order of importance, were:
(a) conducting meetings and discussion: (b) informing
teachers of new regulations, news, and activities:
(c) giving advice and making recommendations:
(d) encouraging teachers to conduct research:
(e) encouraging teachers to develop their teaching"
competency through in-service training: (f) observing
teachers in classrooms for diagnostic purposes:
(g) creating a good school climate for teachers'
professional growth: (h) improving teachers' teaching

competency through reading: (i) participation in social

102
studies curriculum development and helping teachers gain
insight in this field: (j) giving more attention to new
teachers: (k) making sure instructional-media materials
are available: and (l) helping teachers to organize
their preferred teaching schedule.

Table 4.10 also indicates the self-reported roles
of school principals in developing teachers' teaching
competency. In their order of importance, these roles
were: (a) making sure instructional-media materials are
available: (b) creating a good school climate for
teachers' professional growth: (c) giving advice and
making recommendations: (d) encouraging teachers to
conduct research: (e) encouraging teachers to develoP
their competencies through in-service training:
(f) observing teachers in the classroom for diagnostic
purposes: (g) conducting meetings and discussion:
(h) improving teachers' teaching competency through
reading: (i) informing teachers of new regulations,
news, and activities: (j) encouraging teachers to do
field trips: (k) looking at teachers' lesson
preparation: (1) helping teachers in organizing their
preferred teaching schedule: (m) making rooms available
for social studies activities: and (n) participation in
social studies curriculum development and helping

teachers gain insight in this field.

103

Attendance At and Participation in Planning
and Evaluating _In-Service Training Programs
by Teachers, Supervisors and Principals

 

 

The following research question for this study is
related to the attendance at and participation in
planning and evaluating in-service training programs by
teachers, supervisors, and principals .

Research Question 3: Do male social studies

teachers, social studies supervisors, and school

principals in Saudi Arabian intermediate schools

attend and participate in the planning and
evaluation of, in-service training programs?

 

Table 4.11 indicates that most of the teachers
(86.9%) and principals (76.1%) did not attend any kind
of in—service training program. cm1y half (50%) of the
supervisors had attended such programs.

Table 4.ll--Distribution of Respondents by Attendance at
an In-Service Training Program

 

 

 

Attended Teachers Supervisors Principals
Training Program f % f % f %
Yes 22 (13.1) 8 (50.0) 16 (22.5)
No 146 (86.9) 8 (50.0) 54 (76.1)
Total T68 (100) T; (100) 70 (98.6)

 

Table 4.12 shows that 8.3% of the teachers had
attended in—service training programs for one to four
weeks. For the supervisors, 25% had attended in-service
training programs for one to four weeks, while 18.75%
had attended for 29 to 32 weeks. As for the principals,

the table shows that 11.3% had attended in-service

104

Table 4.12--Distribution of Respondents by Duration of
Previous In-Service Training Programs

 

 

Teachers Supervisors Principals
Duration f % f % f %
1 to 4 weeks 14 (8.3) 4 (25.0) 8 (11.3)
5 to 8 weeks 2 (1.2) — -
9 to 12 weeks 2 (1.2) - -
13 to 16 weeks - - 1 (1.4)
29 to 32 weeks 4 (2.4) 3 (18.75) 7 (9.8)
Total .22 (13.1) .7 (43.75) I6 (22.5)

 

training programs for one to six weeks, and 9.8% had
attended for 29 to 32 weeks.

Table 4.13 displays distribution of respondents
according to the program areas of previous in-service
training programs. For the teachers, 13 (7.7%) had
attended in-service training in instructional media,
four (2.3%) in general education, and two (1.1%) in
theater. The table also shows that nine (12.7%)
principals had attended in-service training in school
administration. As for the supervisors, five (31.2%)
had attended in-service training in general education.

None of the teachers or supervisors who had
attended in-service training programs had participated
in the planning stage of their in-service training,

according to Table 4.14. Of the principals who had

105

Table 4.13-~Distribution of Respondents by Program Area
of Previous In-Service Training Programs

 

 

Teachers Supervisors Principals

Program Area f % f % f %
Instructional

Media 13 (7.7) l (6.3) 2 (2.8)
General Ed. 4 (2.4) 5 (31.2) 2 (2.8)
Dev. Job

Performance - - 2 (2.8)
Role of School - - l (1.4)
School Admins. - 2 (12.5) 9 (12.7)
Geography 1 (0.6) - '
English 1 (0.6) - -
Emerg. Care 1 (0.6) - -
Theater 2 (1.2) - -

Total .32 (13.1) .8 (50) i6 (22.5)

 

attended in-service training programs, 25% had also
participated in the planning stage of their in-service
training program. Similarly, Table 4.15 shows that
86.4% of the teachers, 75% of the supervisors, and 68.7%
of the principals who had attended in-service training
programs did not participate in the evaluation stage of
their in-service training programs.

Table 4.16 shows that within the last two years
55.5% of the teachers did not participate in social

studies symposia with supervisors, while 18.3%, 12.8%,

106

Table 4.14--Distribution of Respondents by Participation
in Planning of Previous Training Programs

 

 

 

Teachers Supervisors Principals
Participation f % f % f %
Yes - - 4 (25.0)
NO 22 (100) 8 (100) 12 (75.0)
Total .22 (100) -8’ (100) T6 (100)

 

Table 4.15--Distribution of Respondents by Participation
in Evaluation of Previous Training Programs

 

 

 

Teachers Supervisors Principals
Participation f % f % f %
Yes 3 (13.6) 2 (25.0) 5 (31.3)
No 19 (86.4) 6 (75.0) 11 (68.7)
Total .22 (100) .8 (100) i6 (100)

 

Table 4.16—Distribution of Teachers by Participation in Social
Studies Synposia in last Two Years

 

 

Vflth Vfith AMIUxal Atlhmhxnd
nguwdsona Ekincuxus lewel level
Imnnicfixndon f % f % f % f %
NOne 91 (55.5) 88 (53.7) 139 (84.8) 162 (98.8)
Once I) (18.3) 18 (10.9) 12 (7.3) l (0.61)
inmeecr
more times 22 (13.4) 42 (25.6) 7 (4.3) 1 (0.61)

Total 164 (100) 164 (100) 164 (100) 164 (100)

 

 

107
and 13.4% had participated in symposia with supervisors
once, twice, and three or more times, respectively. The
table also shows that 53.7% of the teachers did not
participate in social studies symposia with principals,
while 10.9%, 9.8%, and 25.6% had participated in social
studies symposia with principals once, twice, and three
or more times, respectively. At the local level, 84.8%
of teachers did not participate in social studies
symposia, while 98.8% of teachers did not participate in
such activities at the national level during the last
two years.
Willingness of Social Studies_Teachers to

Participate in In-Service Training
Programs on Their Own Time

 

 

The following research question for this study is
related to the willingness of social studies teachers in
Saudi Arabian intermediate schools to participate in
in-service training programs on their own time.

Research Question 4: Are social studies teachers

in Saudi Arabian intermediate schools willing to

participate in an in-service training program on
their own time?

 

Teachers were asked if they were willing to attend
in-service training programs during their own time, while
social studies supervisors and school principals were
asked to give their opinion regarding the willingness of
social studies’ teachers to attend in-service training

programs on the teachers' own time. Table 4.17 displays

the responses of the three groups of respondents.

108

Table 4.17--Responses of Teachers, Supervisors, and
Principals Toward Teachers' Willingness to
Attend In-Service Training Programs on Their

 

 

 

Own Time
Teachers Supervisors Principals
f % f % f %
Yes 115 (70.0) 8 (53.0) 37 (52.0)
No 49 (30.0) 7 (47.0) 34 (48.0)
Total 164 (100) :5. (100) 7: (100)

 

The results show that much more than half (115, or
70%) of the teachers who participated in the present
study were willing to attend in-service training
programs on their own time. On the other hand, only 37
(52%) principals and eight (53%) supervisors perceived
that teachers were willing to attend in-service training
programs in their own time.

Table 4.18 shows that the willingness of teachers
to attend in-service training programs on their own time
tended to decrease slightly as their age increased.
According to Table 4.19, there was no difference in the
willingness of teachers to attend in-service training
programs on their own time, whether among married or
single.

A relationship between the teachers' willingness
to attend in-service training programs on their own time
and the years of teaching experience is suggested by

Table 4.20. In general, most teachers in all experience

109

Table 4.18—Wi llingness to Attend In—Service Training Programs by Age
Among Teachers.

 

e
20-24 25-29 30-34 35-39 40-44 45-54

 

willing 13 (72%) 59 (71%) 22 (69%) 10 (67%) 9 (69%) 2 (67%)

not
willing 5 (28%) 24 (30%) 10 (31%) 5 (33%) 4 (31%) 1 (33%)

 

Table 4.19--Willingness to Attend In-Service Training
Programs by Marital Status Among Teachers.

 

Wfillingness to Attend
In-Service Program

 

 

yes no Total
married 33 (69%) 15 (31%) 48 (100%)
single 82 (71%) 34 (29%) 116 (100%)

 

groups were willing to attend in-service training
programs in their own time. However, those who had
teaching experience of 6-10 years were more willing than
others. Teachers with 16 years or more of teaching
experience were slightly less willing to attend the
in-service training programs than were those in other
groups.

The results in Table 4.21 suggest that the
willingness to attend in-service training programs was
slightly higher among teachers with a geography major

than those with a history major.

110

Table 4.20--Willingness to Attend In-Service Training
Programs by Years of Teaching Experience
Among Teachers.

 

 

Less than 16 yrs
1 year 1-5 yrs 6-10 yrs 11-15 yrs & more
Yes 11 (69%) 60 (67%) 26 (84%) 15 (68%) 3 (60%)
No 5 (31%) 30 (33%) 5 (16%) 7 (32%) 2 (40%)

 

Table 4.21-—Willingness to Attend In-Service Training
Programs by Academic Major.

 

Academic Major

 

 

 

 

Willingness History Geography

Yes 57 (65.5%) 57 (73%)

No 28 (32.2%) 21 (27%)
Tbtal .85 (100%) 78 (100%)

 

Perceptions of Teachers, Supervisors, and Principals
Regarding the Five Competencies Most Needed for

Social Studies Teachers' In-Service Training Programs
The following research question for this study is
related to perceptions of teachers, supervisors, and
principals regarding the five competencies most strongly
needed for social studies teachers' in-service training
programs.
Research Question 5: What are the five
competencies most strongly needed for social
studies teachers' in-service training programs, as

perceived by social studies teachers, supervisors
and principals?

111

Table 4.22 presents the rank-order of the five
most important competencies needed for in-service
training of social studies teachers from the 42
competencies as perceived by teachers. The five most
needed competencies are: (a) "ability to keep abreast of
develOpments in the social studies subject matter areas"
of the subject matter area; (b) "ability to utilize
audio-visual equipment and other mechanical aids related
to social studies for improving instruction" of the
instructional media area; (c) ”ability to use recent
technological advances to enhance teacher-student
interaction and student-student interaction" of the
instructional media area: (d) "ability to develop media
materials for remedial purposes" of the instructional
media area; and (e) "ability to communicate and interact
with parents and the community" of the learning
environment area. Thus, three of the most needed
competencies for in-service training were in the area of
instructional media.

The five most needed competencies for in-service
training of social studies teachers as percevied by the
principals are presented in Table 4.23. These are:
(a) "ability to relate the purpose of social studies
education to the needs of the community and society at
large" of the goals and objectives area; (b) ”ability to

promote study of historical experience, experience,

112

Table 4.22--Rank-Order of the Five Most Needed
Competencies for In-Service Training of
Social Studies'Teachers as Perceived by
Teachers Themselves.

 

Competency Statement f (%) Rank

 

Ability to keep abreast of develop- 24 (14.0) 1
ments in the social studies subject
matter areas

Ability to utilize audio-visual 19 (11.3) 2
equipment and other mechanical aids

related to social studies for

improving instruction

Ability to use recent technological 14 (8.3) 3
advances to enhance teacher-student

interaction and student-student

interaction

Ability to develop media materials 11 (6.5) 4
for remedial purposes

Ability to communicate and interact 11 (6.5) 5
with parents and the community

 

cultural patterns, and social problems of contemporary
Saudi society” of the subject content area: (c) "ability
to utilize audio-visual equipment and other mechanical
aids related to social studies for improving
instruction“ of the instructional media area:
(d) ”ability to develop skills in making and using
different instructional media" of the instructional
media area; (e) "ability to utilize audio-visual
equipment and other mechanical aids related to social
studies for improving instruction“ of the instructional
media area: (f) "ability to use recent technological

advances to enhance teacher-student interaction and

113

Table 4.23--Rank-Order of the Five Most Needed
Competencies for In-Service Training of
Social Studies Teachers as Perceived by
School Principals.

 

Competency Statement f (%) Rank

 

Ability to relate the purpose of 17 (23.9) 1
social studies education to the needs
of the community and society at large

0‘

Ability to promote study of historical
experience, cultural patterns, and
social problems of contemporary Saudi
society

(8.5) 2

\0

Ability to utilize audio-visual (12.7) 3
equipment and other mechanical aids
related to social studies for

improving instruction

Ability to develop skills in making 6 (8.5) 4
and using different instructional media

Ability to utilize audio-visual , 4 (5.6) 5
equipment and other mechanical aids

related to social studies for

improving instruction

Ability to use recent technological 4 (5.6) 5
advances to enhance teacher-student

interaction and student-student

interaction

Ability to develop media materials 4 (5.6) 5
for remedial purposes

 

student-student interaction" of the instructional media
area: and (g) "ability to develOp media materials for
remedial purposes” of the instructional media area.
Accordingly, most of the five competencies which
principals perceived to be the most needed for
in-service training of social studies teachers were from

the area of instructional media.

114

Supervisors' perceptions of the five most needed
competencies for in-service training of social studies
teachers are shown in Table 4.24. These are:
(a) "ability to analyze and evaluate social studies
goals in terms of their consequences for learners" of
the goals and objectives area: (b) "ability to construct
and assess a set of instructional goals and objectives
of social studies" of the goals and objectives area:
(c) "ability to identify and describe the primary
educational purpose reflected in each of the social
studies goals" of the goals and objectives area;
(d) "ability to relate the purpose of social studies
education to the needs of the community and society at
large" of the teaching methods area: (e) "ability to
provide instruction leading in) the acquisition,
comprehension and problem-solving application of
knowledge” of the student evaluation area; and
(f) "ability to translate instructional objectives into
terminal behaviors" of the student evaluation area.
Thus, four out of the five competencies that supervisors
perceived as most needed for in-service training of
social studies teachers were from the area of goals and
objectives, one from the teaching methods area, and two

from the student evaluation area.

115

Table 4.24--Rank-Order of the Five Most Needed
Competencies for In-Service Training of
Social Studies Teachers as Perceived by

Supervisors.

 

Competency Statement

f (%) Rank

 

Ability to analyze and evaluate social
studies goals in terms of their
consequences for learners

Ability to construct and assess a set
of instructional goals and objectives
of social studies

Ability to identify and describe the
primary educational purpose reflected
in each of the social studies goals

Ability to relate the purpose of social
studies education to the needs of the
community and society at large

Ability to provide instruction leading
to the acquisition, comprehension and
problem-solving application of
knowledge

Ability to translate instructional
objectives into terminal behaviors

3 (18.8) 1

5 (31.3) 2

3 (18.8) 3

2 (12.5) 4

2 (12.5) 4

2 (12.5) S

 

Perceptions of Teachers, Supervisors, and

 

Principals RegardingiNeed_ of Social Studies

 

Teachers for In-Service Training Programs

 

The following research question for this study is

related to perceptions of teachers,

supervisors, and

principals regarding the need of social studies teachers

for in-service training programs.

Research Question 6: To what extent do male social
studies teachers, social studies supervisors, and
school principals in Saudi Arabian intermediate
schools perceive the need for in-service training
programs for social studies teachers that stress:

 

116

a. Social studies goals?

b. Subject content?

c. Teaching methods?

d. Instructional media?

e. Student evaluation?

f. Developing a learning environment?

In answering this question, each one of the areas
of competency will be discussed separately based on the
mean and standard deviation for each item, and on the
overall mean and standard deviation for each area for
each group of respondents, in order to facilitate
comparisons between social studies teachers, social

studies supervisors, and school principals.

Goals and Objectives

 

Table 4.25 presents the mean and standard
deviation of the perceived need for in-service training
of social studies teachers in the area of the goals and
objectives of social studies. The results indicate that
the means for supervisors and principals were higher
than that for teachers. The overall means were 1.44,
2.38, and 2.02 for teachers, supervisors, and
principals, respectively. This reflects an agreement
between supervisors and principals that the teachers'
needs for in-service training programs in the seven
competency areas of social studies goals and objectives
were higher when compared to those perceived by

teachers.

117

Table 4.25-Perceived Needs for Teacher In—Service Training Programs
in the Area of Goals and Objectives.

 

Teachers Supervisors Principals
Item Competency x s.d. X s.d. i s.d.

 

1 Ability to identify different 1.48 .83 2.13 .81 1.72 .93
philosophical positions for
teaching social studies

2 Ability to identify and des- 1.42 .86 2.63 .50 2.11 .73
cribe the primary educational
purpose reflected in each of the
social studies goals

3 Ability to analyze and evaluate 1.58 .90 2.63 .50 2.08 .71
social studies goals in terms of
their consequences for learners

4 Ability to construct and assess 1.49 .85 2.68 .48 1.89 .77
a set of instructional goals
and objectives of social studies

5 Ability to relate the purpose 1.52 1.01 2.75 .45 2.56 .67
of social studies education to
the needs of the community and
society at large

6 Ability to help the students 1.44 .93 2.13. .96 1.97 .83
to understand that different
people can cooperate in pursuit
of common goals

7 Ability to demonstrate an appre- 1.16 .88 1.69 .95 1.77 .93
ciation of a world which is
becoming a global society in which
all parts are interdependent

 

Overall 1.44 .62 2.38 .45 2.02 .47

 

118

In particular, supervisors and principals
perceived the need for developing the ability to relate
the purpose of social studies education to the needs of
the community and society at large (Item 5) as highest,
while teachers perceived the need for developing the
ability to analyze and evaluate social studies goals in
terms of their consequences for learners (Item 3) as
highest. All groups, however, agreed that the need for
developing the ability to demonstrate an appreciation of
the world becoming a global interdependent society (Item

7) was the lowest.

Subject Content

 

Table 4.26 presents the means and standard
deviations of the perceived need for in-service training
of social studies teachers in the area of subject
content of the social studies. The results indicate
that the means for supervisors and principals were
higher than that for teachers. The overall means were
1.83, 2.18, and 2.18 for teachers, supervisors, and
principals, respectively. This reflects an agreement
between supervisors and principals that the need for
in-service training programs in the area of subject
content was higher than that perceived by teachers.

In particular, supervisors perceived the need for
developing the ability to promote study of historical

experience, cultural patterns, and social problems of

119

Table 4.26-Perceived Needs for Teacher In-Service Training Programs
in the Area of Subject Content.

 

Teachers Supervisors Pgincipals
Item Competency X s.d. X s.d. X s.d.

 

8 Ability to keep abreast of 2.20 .81 2.63 .50 2.48 .69
developments in the social
studies subject matter areas

9 Ability to locate, select, and 1.99 .81 1.98 .85 2.23 .68
use materials from primary as
well as secondary sources
related to social studies

10 Ability to demonstrate knowledge 1.58 .75 1.75 .86 1.96 .69
of several cultures in the
world and of their contribution
to the total human experience

11 Ability to recognize and select 1.74 .75 2.06 .68 2.13 .72
appropriate content, concepts,
and methodologies from the
disciplines which will lead
students to experience the
uniqueness of the several
social sciences

12 Ability to recognize that 1.76 .81 2.13 .72 2.17 .76
theories and generalizations
of social studies change in
the light of new evidence

13 Ability to introduce different 1.80 .83 2.06 .85 1.93 .80
models for organizing the
social studies curriculum

14 Ability to promote study of 1.71 .97 2.69 .48 2.39 .71
historical experience,
cultural patterns, and social
problems of contemporary
Saudi society

 

Overall 1.83 .52 2.18 .51 2.18 .41

 

120
contemporary Saudi society (Item 14) as highest.
However, the three groups agreed that the need to
develop the ability to keep abreast of development in
the social studies subject matter areas (Item 8) as more
important. 0n the other hand, all groups indicated that
the need to develop the ability to demonstrate knowledge
of several cultures in the world and their contribution

to the total human experience as less important.

Teachi ng Methods

 

Table 4.27 shows the mean and standard deviation
of the perceived need for in-service training of social
studies teachers in the area of teaching methods of
social studies. The results indicate that the means for
supervisors and principals were higher than that of the
teachers. The overall means were 1.62, 2.18, and 2.09
for teachers, supervisors, and principals, respectively.
This reflects an agreement between supervisors and
principals that the needs of teachers for in-service
training programs in the area of teaching methods were
higher than that perceived by the teachers.

The results also indicate that supervisors and
principals perceived all abilities in teaching methods
as being equally needed. Ebwever, supervisors placed
greater stress on (a) need to develop the ability to
instruct which leads to acquisition, comprehension, and

problem-solving application of knowledge (Item 15); and

121

Table 4.27-Perceived Needs for Teacher In-Service Training Programs
in the Area of Teaching Methods.

 

Teachers Supervisors Principals
Item Competency X s.d. X s.d. X s.d.

 

15 Ability to provide instruction 1.41 .94 2.44 .63 2.10 .76
leading to the acquisition,
comprehension and problem-
solving application of
knowledge

16 Ability to diagnose the entry 1.72 .80 2.31 .48 2.13 .70
knowledge, skills, interests and
needs of students and use the
results in planning

17 Ability to use resource speakers 1.76 .96 2.19 .66 2.13 .74
and field trips as techniques
for teaching social studies

18 Ability to recognize the 1.58 .83 1.94 .57 2.04 .62
controversial nature of
social issues and to promote
objective discussion and
study of sensitive issues

19 Ability to utilize various 1.80 .91 2.19 .75 2.08 .87
processes relating to inductive
and deductive reasoning such as
observing, inferring, classifying,
predicting, comparing and con-
trasting, interpreting data, and
forming and testing hypotheses

20 Ability to develop understanding 1.59 .88 2.06 .77 2.06 .73
and appreciation of similarities
and differences through the use
of techniques such as role-
playing, simulation, oral history,
and social participation

21 Ability to identify and employ 1.50 .88 2.13 .62 2.08 .81
techniques of values clarifi-
cation or moral reasoning such
as open-ended stories and
dilemmas, and examination of
value-laden issues

 

Overall 1.62 .59 2.18 .42 2.09 .41

 

122
(b) ability to diagnose the entry knowledge, interest,
and needs of students and use the results in planning
(Item 16). Teachers, however, perceived the need to
develop the ability to instruct which leads to the
acquisition, comprehension, and problem-solving

application of knowledge as least important.

Instructional Media

 

Table 4.28 presents the mean and standard
deviation of the perceived need for in-service training
of social studies teachers in the area of instructional
media. The results indicate that the means for
supervisors and principals were higher than for
teachers. The overall means were. 1.78, 2.20, and 2.13
for teachers, supervisors, and principals, respectively.
This reflects an agreement between supervisors and
principals that the needs of teachers for in-service
training programs in the area of instructional media
were higher compared to those needs as perceived by
teachers.

In particular, teachers perceived the need to
develop the ability to use recent technological advances
that enhance teacher-student and student-student
interactions as most important. The need to develOp the
ability to select and use materials from the humanities,
such as art and literature, as well as materials from

the social sciences and history, was perceived as least

123

Table 4.28-Perceived Needs for Teacher In-Service Training Programs
in the Area of Instructional Media.

 

Teachers Supervisors Principals
Item Competency X s.d. X s.d. X s.d.

 

22 Ability to select and use 1.35 .83 2.00 .73 1.73 .70
materials from the humanities
such as art and literature, as
well as materials from the social
sciences and history

23 Ability to utilize audio-visual 2.01 .97 2.50 .52 2.54 .75
equipment and other mechanical
aids related to social studies
for improving instruction

24 Ability to develop skills in 1.83 .92 2.50 .52 2.32 .75
making and using different
instructional media

25 Ability to use recent techno- 2.12 .82 2.31 .79 2.39 .67
logical advances to enhance
teacher-student interaction
and student-student interaction

26 Ability to select and use 1.65 .80 2.00 .73 1.86 .78
materials which accommodate the
needs of individual students

27 Ability to select and use 1.54 .97 1.75 .93 1.86 .80
current sources of media, such
as newspapers, television,
cartoons, etc.

28 Ability to develop media 1.92 .81 2.31 .70 2.20 .79
materials for remedial purposes

Overall 1.78 .60 2.20 .40 2.13 .49

 

124
important by teachers and principals. All respondents
agreed on the need to improve the ability to utilize
audio-visual equipment and to develop skills in using
different instructional materials. Supervisors
perceived the need to develop the ability to select and

use current sources of media as least important.

Student Evaluation

Table 4.29 shows the mean and standard deviation
of the perceived need for in-service training of social
studies teachers in the area of student evaluation. The
results indicate that the means for supervisors and
principals were higher than that of the teachers for all
items. The overall means were 1.54, 2.20, and 1.90 for
teachers, supervisors, and principals, respectively.

In particular, teachers agreed that developing the
ability to constructively use evaluation in helping
student progress and the ability to translate
instructional objectives into terminal behaviors as the
most important needs. The teachers perceived the need
to develop the ability to seek feedback from students
and to review students' progress and achievement as
least important.

The supervisors perceived the need to develop the
ability to use a variety of classroom evaluation methods
and the ability to translate instructional objectives

into terminal behavior as least important. Supervisors

125

Table 4.29-Perceived Needs for Teacher In-Service Training Programs
in the Area of Student Evaluation.

 

Teachers Supervisors Principals
Item Competency X s.d. X s.d. Y s.d.

 

29 Ability to establish appropri- 1.63 .84 1.81 .91 1.77 .72
ate performance criteria for
evaluating students in social
studies

30 Ability to translate instruc- 1.69 .83 2.56 .81 1.82 .78
tional objectives into terminal
behaviors

31 Ability to use a variety of 1.55 .87 2.56 .51 2.00 .74
classroom evaluation techniques
appropriate for social studies,
such as observation, meetings,
involving students in self-
evaluation, etc.

32 Ability to plan and carry out 1.60 .82 2.25 .58 1.93 .64
evaluation which will include
the assessment of progress in
knowledge, skills, attitudes,
and social interaction

33 Ability to constructively use 1.70 .79 2.19 .66 1.97 .56
evaluation in helping student
progress in social studies

34 Ability to seek feedback from 1.20 .94 2.06 .68 1.90 .74
students about the course
and the teaching of the course
in social studies

35 Ability to review students' 1.32 .83 1.94 .77 1.92 .77
progress and achievement records
to assess the effectiveness of
instruction in social studies

 

Overall 1.54 .60 2.20 .43 1.90 .46

 

126
and principals agreed that the need to develop the
ability to establish appropriate performance criteria
for evaluation was least important. In general, school
principals perceived the need for developing abilities
in all other areas of student evaluation as equally

important.

Learning Environment

Table 4.30 presents the mean and standard
deviation of the perceived need for in-service training
of social studies teachers in the area of learning
environment. The results indicate that the means for
supervisors and principals were higher than that of the
teachers for nearly all items. The overall means were
1.44, 2.08, and 2.08 for teachers, supervisors, and
principals, respectively.

More specifically, teachers perceived that the
need to develop the ability to communicate and interact
with parents and the ability to find ways to develop and
encourage student independence were most important, and
the ability to counsel and confer with students was
least important.

Supervisors perceived that the need to develop the
ability to integrate the cultural environment of
students into instruction and the ability to stimulate

growth of pupil attitudes and values to be most

127

Table 4.30-Perceived Needs for Teacher In-Service Training Programs
in the Area of Developing Learning Environment.

 

Teachers Supervisors Pgincipals
Item Competency X s.d. X s.d. X s.d.

 

36 Ability to integrate into 1.42 .94 2.31 .70 2.07 .83
instruction the cultural
environment of students

3? Ability to counsel and confer 1.18 .89 2.19 .83 1.92 .71
with students

38 Ability to instill in the 1.40 .88 2.00 .52 1.97 .79
student the will to learn on
his initiative

39 Ability to stimulate growth of 1.35 .87 2.31 .60 1.99 .69
pupil attitudes and values

40 Ability to create an atmosphere 1.30 .92 2.19 .75 2.00 .83
conducive to freedom of
expression within the framework
of respect for others and their

contributions

41 Ability to communicate and 1.74 .92 1.94 .68 2.07 .84
interact with parents and the
community

42 Ability to find ways to 1.67 .89 1.63 .72 2.06 .73

develop and encourage student
independence and responsibility

 

Overall 1.44 .65 2.08 .42 2.08 .42

 

128
important, while the ability to find ways to develop and

encourage student independence was least important.

Six Selected Areas of Teaching Competency

Table 4.31 presents the mean and standard
deviation of the perceived need for in-service training
of social studies teaChers in the six selected areas of
teaching competency. The results indicate that the
means for supervisors and principals were higher than
the mean for teachers in all six selected areas of
teaching competency. The means for teachers ranged from
1.44 in the areas of goals and objectives and of
learning environment to 1.83 in the subject content
area. The means for supervisors ranged from 2.08 in the
learning environment area to 2.38 in the area of goals
and objectives. For principals, the lowest mean was
1.90 in the area of student evaluation, and the highest
mean was 2.18 in the area of subject content.

In particular, teachers gave the highest priority
for in-service training to subject matter content area.
Their second most important area was instructional
media, while the least important areas were goals and
objectives and learning environment. Supervisors
perceived goals and objectives to be the highest need,
while the need that stressed learning environment was
perceived to be the lowest. For principals, the need

for in-service training in the area of subject content

129

Table 4.31--Means and Standard Deviations of the Three
Groups in the Six Selected Areas of Teaching
Competency.

 

Teachers Supervisors Principals
Area 2 s.d. s.d. X s.d.

 

Goals and objectives 1.44 .62 2.38 .45 2.02 .47
Subject content 1.83 .52 2.18 .51 2.18 .41
Teaching methods 1.62 .59 2.18 .42 2.09 .41
Instructional media 1.78 .60 2.20 .40 2.13 .49
Student evaluation 1.54 .60 2.20 .43 1.90 .46

Learning environment 1.44 .65 2.08 .42 2.08 .42

 

was perceived as most important, whereas the need for

in-service training in the area of student evaluation

was perceived to be least important.
Teachers;_Perceptions of Their

Inۤervice Training Needs According
to Their Demographic Characteristics

 

 

The following research question is related to the
perceptions of teachers regarding their need for
in-service training according tn: their demographic
characteristics.

Research Question 7: To what extent do the
perceived in-service training program needs of
male social studies teachers in Saudi Arabian
intermediate schools differ among social studies
teachers according to their age, marital status,
job location, travel, college of graduation,
subject-matter taught, major, experience, and
attendance at in-service training programs?

 

Hypothesis 1: No significant differences exist in
the perception of social studies teachers with
regard to a need for in-service training programs
according to their demographic characteristics.

 

130

To test this hypothesis at the .05 level of
significance, MANOVA and ANOVA techniques were used to
decide whether there were significant differences
between the perceptions of teachers regarding their need
for in-service training according to the their
demographic characteristics.

Table 4.32 displays the means of teachers'
perceived need for in-service training in the six
selected areas of teaching competency, and MANOVA and
ANOVA results using "age" as the independent variable.
The results indicate that the means of teachers' need
for in-service training were not significantly different
for all six areas of teaching competency between
teachers of all age groups.

Table 4.33 shows the means of teachers' perceived
need for in-service training in the six selected areas
of teaching competency, and MANOVA and ANOVA results
using "marital status" as the independent variable. The
results indicate that the means of teachers' need for
in-service training were not significantly different for
all six areas of teaching competency between single and
married teachers.

Table 4.34 displays the means of teachers'
perceived need for in-service training in the six
selected areas of teaching competency, and MANOVA and
ANOVA results using "region of work" as the independent

variable. The results indicate that the means of

131

 

 

 

as. as. .m. em. as. .s. A<>oz<c a

A:.. mm.+ Fo.. mo._ .w.. 02., m.P cadres:

emm. mm.P mm.. .A.. om._ Am.. 84.. cm osmcam
A<>ozaas a scoacots>=m consussu>m «woo: ”conga: scoscou uaaoo z magnum
Acosta:

mos< accouoosoo mcanomoh

 

.nssmsm Hansen: >9 ”assume <>oz< can <>oz<= new so»: oo>sootoa .ntusouoa

so acmozuumm.s manna

 

 

me. am. as. mm. ea. mm. A<>oz<s a

sm.F mo.. oa.. Fm.P mm.. ma.. 0. amuse

m=.. mm.. oo.m ms.. mm.P 53.. m. mmumm

=m.. e=.F o~.. mm.. as.. Am.. mm amuom

m=., om._ m~._ oo.. =m.. m=.. mm mmumw

Am. ~m.. mo.F os.. ms.. 0a.. mm.. om smuom
A<>oz<xv o acoscogu>cu scaumsam>m mace: ”posse: acoucoo namou z ososo om<

 

mos< acceuocsoo «cassava

 

.om< so ”assume «>024 use <>oz¢x can use: eo>saotoa .ntosouca to acaoznumm.s «Hana

132
teachers' need for in—service training were not
significantly different for all six areas of teaching
competency between teachers in the eastern, middle, and
western regions of Saudi Arabia.

Table 4.35 shows the means of teachers' perceived
need for in-service training in the six selected areas
of teaching competency, and MANOVA and ANOVA results
using “travels to other Arabic states" as the
independent variable. The. results indicate that the
means of teachers' need for in-service training were
significantly different in the areas of teaching methods
and developing a learning environment.

The results of Tukey's post-hoc test indicate that
the need for in—service training in teaching methods as
expressed by those who travelled seven times and more
was lower than for those who travelled four to six
times. This indicates that the more travels the
teachers made to other Arabic states, the less they felt
the need for in-service training in the area of teaching
methods. Also, the need for in-service training in
developing a: learning environment for those who
travelled four to six times was higher than the need for
those who travelled one to three times. That is, the
more travels the teachers made to other Arabic states,
the greater the need for in-service training in the area

of developing a learning environment.

133

 

co. mm. as. mo. om. we. x¢>ozeo a

 

Fa.P mm.p N~.P nos." mm.F po.P mp mesa»

egos to s

aoh.F mo.F pm.— cum._ mo.— mm.F mm nose» on:

em~.p o=.F =>._ wm.— o~.F .2." up mesa» mlp

Pmp. a:.F mm.— -.P mc.. ap.p P=.p a: Lo>oz
A<>oz<zv a acoscosascm ceauasae>m mane: nuance: acoucoo namoo z nao>ugs mo
accosootm

 

moz< accouocsoo mcasomoh

 

.aasusm osnat< Lasso o»
nao>mts an madame: <>oz< one <>oz<x one cow: oo>aooeom .nzonomoh no nemozlnmm.a manna

 

 

«6. am. on. .4. Na. em. A<>oz<s a

om.F m=.. we.F am._ ~o.. P=.P c: any:

”3.. sm.. ae.c oo.. mm.. $2.. mo. cases:

so. F=.. 20., P».. as.. a»._ wm.. om swam
x<>oz<2v a scoacotsscm casuaaaa>m coco: nuance: scoscoo sauce a genome

 

aoc< honoueasoo nauseous

 

.xro: co nose»: an nusaaom «>624 ecu <>oz<z ecu coo: cassoorom .ntogoaua co acaozunam.= «Haas

134

Table 4.36 shows the means of teachers' perceived
need for in-service training in the six selected areas
of teaching competency, and MANOVA and ANOVA results
using "travels to non-Arab Asian states" as the
independent variable. The results indicate that the
means of teachers' need for in-service training were not
significantly different in all of the six areas of
teaching competency between those who had travelled and
those who had not travelled to noneArab Asian states.

Table 4.37 presents the means of teachers'
perceived need for in-service training in the six
selected areas of teaching competency, and MANOVA and
ANOVA results using “travels to European countries" as
the independent variable. The results indicate that the
means of teachers' need for in-service training were not
significantly different in all of the six areas of
teaching competency between those who had travelled to
and those who had not travelled to European countries.

Table 4.38 presents the means of teachers'
perceived need for in-service training in the six
selected areas of teaching competency, and MANOVA and
ANOVA results using "travels to the U.S.A." as the
independent variable. The results indicate that the
means of teachers' need for in-service training were not
significantly different in all of the six areas of

teaching competency between those who had travelled to

135

 

so. am. mp. ho. em. mm. A<>oz<v a

 

 

mm.P Po.— mm.p z>.F mm.p Fm.— mm mesa» cup

ham. mm.F pm.P =>.F sm.p mm.— .:.p mp. Lose:
A<>oz¢zv a acoscOLH>cm :oHumsHm>m mane: avenue: aceucoo namoo z nao>mns no
accoscocm

muz< accoueoaoo mcucomop

 

.noasacsoo cmooossm
o» nao>mna an abacus: <>oz< one <>oz<z use use: oo>aoogem .nconouoa no newer:l>m.: munch

 

mm. .o. am. No. m.. use. A<>oz<s a
om.. mm.. =o.. =~.. ea.. sm.. mm cosso>ata
cop. P=.. ~m.. m>.F pm.. we.. mm.. m.. ccsaa>ata
so>wz
A¢>oz<zs a scoacots>cm cossassa>m ghee: ”cacao: scmucoo uHaoo z

 

moe< accouoosoo mcunomoh

 

.uoamam cuan< nmz¢lcoz
on nHe>msh >9 nuasnem <>oz< ecu <>oz<= use poo: oo>uoosom .nsocomoh ho nemezunom.= manna

136
the United States and those who had not travelled to the
United States.

Table 4.39 presents the means of teachers'
perceived need for in-service training in the selected
areas of teaching competency, and MANOVA and ANOVA
results using "academic major" as the independent
variable. The results indicate that the means of
teachers' need for in-service training were not
significantly different for all areas of the teaching
competency between those who had a history major and
those who had a geography major.

Table 4.40 presents the means of teachers'
perceived need for in-service training in the selected
areas of teaching competency, and MANOVA and ANOVA
results using "teaching of history" as the independent
variable. The results indicate that the means of
teachers' need for in-service training were
significantly different only in the area of student
evaluation. The teachers who were not teaching history
at grade 8 expressed a higher need for in-service
training in the area of student evaluation than those
who were teaching history.

Table 4.41 shows the means of teachers' perceived
need for in-service training in the six selected areas
of competency, and MANOVA and ANOVA results using
“attendance at previous in-service training" as the

independent variable. The results indicate that the

137

 

am. am. am. pm. mm. mm. A¢>oz¢v a

 

.=._ m:._ 55., mm.. ”5.. am.. a» asamtmoou
awn. 52.. am.. we.. so.. om._ ”3.. pm arosusz
A<>ozezv a scoacors>cm cossassa>m use»: ”cacao: unaccoo assoc z Lona:

 

mos< hocopoosoo mcacomoh

 

.Lonax so «saunas <>oz< ecu <>oz<= ecu emu: ua>suoroa .ntonoaoa co acauzuuam.= magma

 

 

 

pm. me. am. me. am. so. A<>ozev a

am.P mm.p mw.P wo.F mm.— cm.— m— mesa» our

mpa. ~=.p am.P mp.F 90.. pm.— m:.P map Lo>oz
A<>oz<xv a acoacosa>cm scuumsao>m capo: avenue: acoacoo namoo z n~o>mmh mo
hocosooum

mog< accoaoosoo mcfinomoa

.<.m.= o» aao>uta an «assume <>oz< new <>oz<z can no»: uu>sootoa .ntonoaoa do acooznuem.= manna

138

 

4.. me. ... mo. .m. .o. .44o24v a

 

.:.. om.. mp.. com.. .o.. no=.. ea. c:
.o.. .o.. om.. :a.. new.. 2m.. -:~.. mu new
A<>oz<:v o ucesconu>cm coaumsaa>m «Hue: avenue: aceucoo canoe z ecceoceuu<

 

men< hoceuecsoo mnunomea

 

.mcwcaana eou>nemunH nsoa>enm
44 occaccossa as 44.44»: <>o=< 4:4 4>oz<z ecu coo: 40>.ooram .aronoaoa co acauzuu.4.4 «snap

 

 

 

so. me. me. mm. mm. m4. .<>oz<o a

04.. 4a.. a... .o.. .4.. m4.. .. oz

..m. «4.. 04.. 0... mm.. a... .4.. .4 am»
a<>oz<2v Q anacondercm :OHua3Hu>m 0:5: ”60:80: 9:09:00 ”H.600 z hhmwmwm

mend acneueosoo mnunomea

 

.unouuu: m eveno
mcunoeeh >n uaasnez <>oz< one «>024: one pee: pe>ueonem .nnenomea no ucee:|lo=.= eanua

139

means of teachers' need for in-service training were
significantly different in three areas: (a) social
studies goals and objectives: (b) teaching methods: and
(c) student evaluation. Teachers who had attended
in-service training expressed a: higher need for
in-service training in all three areas than did those
who had not attended in-service training.

Table 4.42 shows the means of teachers perceived
need for in-service training in the six areas of
teaching competency, and MANOVA and ANOVA results using
"college of graduation" as the independent variable.
The results indicate that the means of teachers' need
for in-service training were not significantly different
for all six areas of teaching competency between
teachers who graduated from colleges of education, arts
and science, humanity and Islamic law, and social
science.

Table 4.43 presents the means of teachers
perceived need for in-service training in the six areas
of teaching competency, and MANOVA and ANOVA results
using “teaching experience" as the independent variable.
The results indicate that the means of teachers' need
for in-service training were not significantly different
for all six areas of teaching competency between
teachers who had less than one year, one to five years,
six to 10 years, and 11 or more years of teaching

experience.

140

 

00. 40. 00. 4.. .0. 00. .040040 a

 

 

00.. .0.. 00.. 00.. 00.. 00.. .« once 0 0000. ..

4«.. .4.. «... «0.. «0.. 0... .0 00004 0.10

44.. 40.. 00.. 40.. 40.. «0.. 40 0000. 0..

m4«. 0... 40.. .0.. 00.. 00.. 40.. 0. ram. . 4004 000.
A<>oz<:v a acescon.>cu scaumsam>m «Hoe: noonue: uceacoo mason : eoceuneaxm
mcuneeeh

mend >0ceuecsoo meaneeea

 

.eoneHLeoxm mcunoneh 0n nuasnem <>oz< 0:0 «>024: pee wee: oe>.eonem .nnenoeeh ho n:me:|lm=.4 eHan

 

 

00. .0. 04. «0. 00. 00. .440240 0
mm.. 00.. 00.. .m.. 00.. =m.. mm ecceuom 40.000
00.. 00.. .m.. ms.. 00.. m=.. p. 304 0.60H0H
a >uacmssz
40.. 00.. mo.. os.. 40.. 04.. u. eone.om 0 nun<
00.. .4.. .m.. 00.. «0.. «0.. 04.. mo. 00.000300
A¢>oz<xv o acescona>nm coduusaa>u 0.0e: noonue: aceucoo naeou : noaaesomno
no emeHHoo

 

aen< moceueosoo unanomea

 

.nOAumoomLo uo emeaaoo >9 nuasnem <>oz< one «>024: one pee: ve>neonem .nnenomeh «0 acmezllma.= eanmh

141

Perceptions of School Principals Regarding
the Needs of Social Stgdies Teachers
for In-Service Programs

 

 

The following question is related to school
principals' perceptions of the need of teachers for
in-service training.

Research Question 8: To what extent do the
perceived in-service training program needs of
male social studies teachers in Saudi Arabian
intermediate schools differ among school
principals according to their age, job location,
travel, academic major, level of education,
experience, college of graduation, and attendance
at in-service training programs?

 

Hypothesis 2: No significant differences exist in
the perceptions of intermediate school principals
with regard to a need for in-service training
programs for social studies teachers, according to
their demographic characteristics.

 

To test this hypothesis at the .05 level of
significance, MANOVA and ANOVA techniques were used to
decide whether there were significant differences
between the perceptions of school principals, according
to their demographic characteristics with regard to the
need for social studies teachers to have in-service
training programs.

Table 4.44 presents the means of principals'
perceived need for in-service training of social studies
teachers in the six selected areas of teaching
competency, and MANOVA and ANOVA results using "age" as
the independent variable. The results indicate that the
means of principals' perceptions of social studies

teachers' need for in-service training were not

142
significantly different for all six areas of teaching
competency between school principals of different age
groups.

Table 4.45 shows the means of principals'
perceived need for in-service training of social studies
teachers in the six selected areas of teaching
competency, and MANOVA and ANOVA results using "region
of work" as the independent variable. The results
indicate that the means of principals' perceptions of
social studies teachers' need for in-service training
were not significantly different for all six areas of
teaching competency between school principals of the
three geographical regions in Saudi Arabia.

Table 4.46 presents the means of principals'
perceived need for in-service training of social studies
teachers in the six selected areas of teaching
competency, and MANOVA and ANOVA results using ”travels
to other Arabic states” as the independent variable.
The results indicate that the means of principals'
perceptions of social studies teachers' need for
in-service training were not significantly different for
all six areas of teaching competency between school
principals according to the number of travels they made
to other Arabic states.

Table 4.47 shows the means of principals'
perceived need for in-service training of social studies

teachers in the six selected areas of teaching

143

 

 

 

 

0.. 4m. 0.. .4. 00. 00. .440440 0
mm.. 0m.. mo.m mo.m s..m 00.. h. uae:
0a.. 40.. 0..N mo.~ om.~ 4o.~ 04 euvvu:
0mm. 0m.~ ao.~ mo.~ 0«.« ...N ~o.~ 0 uaam
A<>oz<:v 0 usescenu>cm couuasua>m. auve: avenue: uceuceo auaeo : neuuwm
aen< acceueeseo mcuneaeh
.xne: me

00.000 .0 0444000 44044 0:0 44024: 0:0 0002 004400000 .0400.0=.00

.0 0000:1104.4 0400.

 

 

00. 00. 00. «.. 0«. 00. .440040 a
00.« 00.. 00.« 4..« 0«.« 00.« 0« 0000
no anae» ms
00.« 00.. ««.« 00.« 0«.« 00.« 0. 0000. 44-04
«0.. 00.. m..« «0.. 0..« 40.. 0« 00004 40:00
000. .0.« .0.. ...« 0«.« 00.« 40.« m. 0000. 40.0«
.44044:. 0 04040004440 40.0044040 0.00: 000000: 0000000 0.000 z 004

 

aenv acceueeseo ucuneaea

 

.em< an auusaez «>020 vca <>oz<: vce veez ve>ueonem .aaaeuecunm he anae:l|=4.4 canes

144

 

 

 

4.. «m. 0«. m0. ««. «.. .040000 0

00.. 40.. mo.« 00.« m«.« 40.« .« 00.

0.4. 40.« 44.. 4..« ...« 4..« 00.« 44 00400
A<>oz<zv e usesconu>cm ceuuasaa>m auve: avenue: uneunoo auaeo : eeensu eu
veHHe>anh

mend zeceueeeeu unaneaea

 

.aeununseo caeeensm eu aae>anh

40 0440000 44040 000 04004: 000 0002 004400000 .0400400440 .0 00000:..4.4 0.004

 

 

4«. 40. 0«. 00.. 0.. «0. .44004. 0

40.« «0.« .«.« 40.« .«.« m..« 0« 0004

no aesuu h

...« 40.« 0«.« 00.« ««.« .4.. .. 00444 0-4

00.. m... 44.. 00.« 4..« 04.. 04 40444 0..

.40. m..« 00.« .«.« ...« 00.« 00.« 0. 00400
.0400400 0 40040004400 0044004040 0.00: 000040: 4004000 0.000 4 4404004 .0

 

aen< heneueeseo meaneaea

honesoenm

 

.004040 0.0000 00040

cu aae>anh an auasaem «>024 vca <>oz<: vca vee: ve>ueenem .aaaeaecunm he acae:ll0=.= eunah

145

competency, and MANOVA and ANOVA results using "travels
to European countries" as the independent variable. The
results indicate that the means of principals'
perceptions of social studies teachers' need for
in-service training were not significantly different for
all six areas of teaching competency between school
principals who had and those who had not travelled to
EurOpean countries.

Table 4.48 shows the means of principals'
perceived need for in-service training of social studies
teachers in the six selected areas of teaching
competency, and MANOVA and ANOVA results using "academic
major“ as the independent variable. The results
indicate that the means of principals' perceptions of
social studies teachers' need for in-service training
were not significantly different for all six areas of
teaching competency between school principals according
to their academic major.

Table 4.49 presents the means of principals'
perceived need for in-service training of social studies
teachers in the six selected areas of teaching
competency, and MANOVA and ANOVA results using "level of
education" as the independent variable. The results
indicate that the means of principals' perceptions of
social studies teachers' need for in-service training

were not significantly different for all six areas of

146

 

 

 

4.. 00. 04. 00. ... .0. 4040200 4

04.. 00.. 4..« 00.« 4«.« .4.. 0« 04000 4 .0.0

004. «0.« «4.. 0..« 0..~ 4..« 40.« 04 .4.0
40402000 4 40040004400 0044004040 0400: 000040: 4004000 04000 2 0mw4mwnmm

0en< meneueeseu mn4neeea

 

.ne4ueesvm 0e
He>eq >9 auanae: <>oz¢ one <>oz<z one oeez oe>ueonem .aHeaaonanm mo aneexllmz.: eaneh

 

 

40. «4. 0«. .0. .0. 44. 4040440 0

mo.m 00.. mo.m m..m o..~ mo.~ 0m nenue 0

.0404 e4nen<

N..m 40.. 0«.« 4..« .«.N mo.m mm 304 0430404

400. 00.. «0.. 0o.~ .o.~ .m.~ oo.~ om >ne0nmeeo
0 400404:
A<>oz<:0 e unescen4>nm ce4u0040>m 04ve: avenue: uceuceo 04000 2 0040
gene:

 

0040 zeceueeseo mnuneeea

 

.4000:

euaeoeon an auasaem <>oz< one <>oz<x one oeez oe>Heonem .aaendonfinm ho eneezlimz.= eHneH

147
teaching competency between school principals according
to their level of education.

Table 4.50 presents the means of principals'
perceived need for in-service training of social studies
teachers in the six selected areas of teaching
competency, and MANOVA and ANOVA results using "years of
experience in school administration" as the independent
variable. The results indicate that the means of
principals' perceptions of social studies teachers' need
for in-service training were not significantly different
for all six areas of teaching competency between school
principals according to their years of experience in
school administration.

Table 4.51 displays the means of principals'
perceived need for in-service training of social studies
teachers in the six selected areas of teaching
competency, and MANOVA and ANOVA results using "college
of graduation" as the independent variable. The results
indicate that the means of principals' perceptions of
social studies teachers' need for in-service training
were significantly different in the area of
instructional media between those who graduated from the
College of Education and those who graduated from the
College of Islamic Law. The mean of the perceived need
for principals who graduated from the College of Islamic
Law was higher than that of the principals who graduated

from the College of Education.

148

 

mm. om. No. no. mm. am.

mo.m am.4 so.m ~4.N m-.N mo.N

mo.m 4m.4 0~m.N 44.N >N.N mo.N
Pop. 4w.4 o>.4 00a.4 sm.4 m4.~ mm.—

4000000 0

cm 00:90 a
.40m 4e400m

hm 3e4 04Be404

04 004400000

 

40002000 0 40000004000 0044004000 0400: 000040: 4004000 04000

 

0000 0000000300 mn4noeea

2 0040050000
00 0004400

 

.004pesoego
00 0004400 00 0440000 00020 000 00020: 000 0002 000400000 .0400400400 00 0000::n40.0 04000

 

 

00. 40. 00. 00. 00. 00. 4000000 0

000. 00.4 00.4 00.0 04.0 00.0 00.0 40 00000 000 44

000. 00.4 00.4 04.0 40.0 44.0 00.4 00 04 04 0

000. 00.0 00.4 04.0 04.0 04.0 40.0 00 0 04 4

nenu 0004

4<>oz¢zv n unannou4>nm 00400340>u 0400: noonuur 0:04:00 04000 2 00:04tonxm\
00 0000»

 

000< monouonsoo mn4noeoa

 

.004000904n4so< 4oonom n4 mono4gonxm
0.400400400 00 0440000 00020 000 00000: 000 0000 000400000 .0400400400 00 0000zuu00.0 04004

149

Table 4.52 shows the means of principals'
perceived need for in-service training of social studies
teachers in the six selected areas of teaching
competency, and MANOVA and ANOVA results using
"attendance at previous in-service training" as the
independent variable. The results indicate that the
means of principals' perceptions of social studies
teachers' need for in-service training were not
significantly different for all six areas of teaching
competency between school principals who had previously
attended in-service training programs and those who had
not previously attended such programs.

Differences Among Teachers, Supervisors, and

Principalsiegarding Social Studies Teachers'
Needs for In-Service Training Programs

 

 

 

The following question is related to the
differences among social studies studies, social studies
supervisors. and school principals in their perceptions
regarding social studies teachers' needs for in-service
training programs.

Research Question 9: To what extent are there

differences among social studies teachers, social

studies supervisors, and school principals in
their perceptions regarding needs of social
studies teachers for in-service training programs?

To answer this question, the following hypothesis
was formulated.

Hypothesis 3: No significant differences exist

between the perceptions of social studies

teachers, social studies supervisors, and school

principals with regard to the needs of social
studies teachers for in-service training programs.

150

 

 

00. 00. 00. 40. 00. 40. 4000004 0

40.0 00.4 04.0 44.0 04.0 00.0 00 oz

000. 00.4 00.4 04.0 00.0 04.0 00.4 04 004
40002020 0 40000004000 0044004000 0400: 000040: 4004000 04000 0 0000000440.

 

0004 0000000300 00400009

 

.03000000 0040400h 004>00m104 05040000 00 0000000004

00 0440000 00020 000 00000: 000 0000 000400000 .0400400400 00 0000:..00.0 04000

151

To test this hypothesis at the .05 level of
significance, MANOVA and ANOVA techniques were utilized
to decide whether there were significant differences
between the perceptions of teachers, supervisors, and
principals with regard to the needs of teachers for
in-service training problems.

Table 4.53 shows the means, standard deviations,
and rank order of the six selected areas of teaching
competency with regard to the need of teachers for
in-service training in each area, as perceived by
teachers, supervisors, and principals. The results
indicate that the need for in-service training in
instructional media was rated as most important by
teachers, fourth most important by supervisors, and
third most important by principals. Teachers ranked
learning environment as the second most important
in-service training area, while supervisors and
principals ranked it as fifth most important. Teaching
methods was rated as the third most important need by
teachers, the second most important need by supervisors,
and the most important need by principals.

Goals and objectives were perceived by teachers
and principals as the fourth most important area of need
for in-service training, whereas the supervisors ranked
the area as most important. Teachers ranked subject
content as the fifth most important area for in-service

training, while supervisors and principals ranked this

152

Table 4. 53—Mean, rank Order, and Standard Deviation of the Perceived
Need for In-Servioe Training in the Selected Six Areas of

Teaching Gunpetency.

 

 

Coupetency Teachers Supervisors _Principals
Area 3: (Rank) s.d. it (Rank) s.d. x (Rank) s.d.
Instructional

Media 2.98 (l) 1.39 3.88 (4) 0.96 3.20 (3) 1.18
learning

Environment 3.20 (2) 1.85 4.44 (5) 1.75 3.86 (5) 1.91
Teaching

Methods 3.32 (3) 1.54 2.50 (2) 1.10 2.61 (l) 1.31
Goals&

anjectives 3.36 (4) 1.86 1.94 (l) 1.65 3.39 (4) 1.89
Subject

Content 3.68 (5) 1.71 3.44 (3) 1.71 2.93 (2) 1.40
Student

Evaluation 4.45 (6) 1.46 4.81 (6) 1.11 5.01 (6) 1.31

 

aa low need indicates more need for in—service training

area as

the

respectively.

among the teachers ,

student evaluation

in-service training.

second most

third and

Finally, the results
supervisors,
is

important,
indicate agreement
and principals that

the least needed area for

Table 4.54 presents the means of perceived need

for in-service training of social studies teachers

the six selected areas of teaching competency,

MANOVA and ANOVA results using

independent var i able .

of the perceived need between teachers,

"position"

i n
and

as the

The results indicate that means

supervisors,

and

153

 

 

000. 000. 000. 000. 000. 000. 4000200 0

40.0 00.4 04.0 00.0 04.0 00.0 40 400400400

00.0 00.0 00.0 04.0 04.0 00.0 04 0004000000

000. 00.4 00.4 00.4 00.4 00.4 00.. 004 0000000
00002000 0 40000004000 0044004000 0400: 000040: 4004000 04000 0 00444000

 

000< 0000000000 ~040000H

 

.0oH0aoom

00 0440000 00020 000 00020: 000 0002 000400000 .0400400400 00 0000xuu00.0 04000

154
principals were significantly different for all of the
six areas of teaching competency.

The results of Tukey's post-hoc test indicate that
the difference in the means was significant between
teachers and supervisors, and between teachers and
principals in all six areas of teaching competency.
However, the means of perceived need were not
significantly different between supervisors and

principals in all six areas of teaching comptency.

Summary
Chapter IV has presented both demographic

characteristics of the sample and answers to the nine
research questions of this study. Six major
characteristics of an outstanding social studies
teacher, nine major problems faced by social studies
teachers, and seventeen roles of supervisors and
principals in the development of social studies teaching
competency were identified.

The results also indicated that most of the
teachers and principals did not attend any kind of
in-service training, while half of the supervisors had
attended in-service training. None of the teachers and
supervisors who attended in-service training had
participated in the planning of their in-service

training program.

155

Most of the teachers indicated that they were
willing to attend in—service training on their own time,
contrasting with supervisors' and principals'
perceptions that teachers were less willing to attend
in-service training programs on their own time.
Willingness to attend in-service training was found to
be related to teachers' age, years of teaching
experience, and academic major.

The five most-needed competencies for in-service
training of social studies teachers were identified as
(a) "ability to keep abreast of develOpment in the
social studies subject matter areas"; (b) "ability to
utilize audio-visual equipment and other mechanical aids
related to social studies for improving instruction":
(c) "ability to use recent technological advances to
enhance teacher—student interaction and student-student
interaction"; (d) "ability to develOp media materials
for remedial purposes": and (e) "ability to communicate
and interact with parents and the community."

Teachers perceived an average need for in-service
training in all six selected areas of teaching
competency. In contrast, supervisors perceived an
above-average need for in-service training of social
studies teachers in all six areas of teaching
competency. In addition, principals perceived an

above-average need for in-service training of social

156
studies teachers in all six areas of teaching competency
except for the area of student evaluation.

Except for the number of travels, no significant
differences existed among social studies teachers
regarding their perceptions of their need for in-service
training according to age, marital status, region of
work, major, college of graduation, and teaching
experience.

The subject matter taught was found to be related
to teachers' perceptions of need for training in student
evaluation. Also, attendance at previous in-service
training was related to teachers' perceptions of the
need for in-service training in the areas of goals,
teaching methods, and student evaluation.

Except for college of graduation, principals'
perceptions of social studies teachers's need for
in-service training were not related to age, region of
work, travels to other areas of the world, academic
major, level of education, attendance at previous
in-service training, or experience in school
administration.

Comparison by position indicated that teachers
perceived less need for in-service training than did
supervisors and principals.

The summary of this study, the conclusions, and
the recommendations for program implementation and

further research are presented in Chapter V .

CHAPTER V
SUMMARY. CONCLUSION. AND RECOMMENDATIONS

Summar

Saudi Arabian educational leaders and authorities
have recently directed increasing attention to the
quality of education in their nation. Like many other
countries worldwide, Saudi Arabia is struggling to
establish an effective school system that will play a
major role in accelerating the development process in
all sectors of the society.

Teachers play an effective role in any educational
system, since they have the front-line responsibility
for carrying out educational plans and policies.
Accordingly, the establishment of a sound educational
system relies heavily on the ability of teachers to
carry out their jobs. Recognizing this, authorities in
Saudi Arabia have given strong attention to teacher
preparation programs in the attempt to build a sound
educational system. The result has been the
establishment of a number of different teacher
preparation programs throughout the country. For the
most part, these programs have been focused on

157

158
pre-service teacher education. Only lately have some
efforts ’been directed toward teacher in-service
training.

Nevertheless, in-service training is also an
essential part of a strong educational system. For
example, during the past twenty years, a large number of
social studies teachers have been employed by the Saudi
Arabian intermediate schools. The continued improvement
of these social studies teachers is essential since most
of them have taught for extended periods of time with no
exposure to effective in-service training programs. The
present study aimed at assisting planners of in-service
training programs for social studies teachers by
identifying the particular needs of those teachers for
such programs.

In particular, the major purpose of this study was
to identify the needs of male intermediate-school social
studies teachers in Saudi Arabia for in-service training
programs as perceived by male social studies teachers,
social studies supervisors, and school principals.
Various arenas of needs were explored: these included
social studies goals, subject matter content, teaching
methods, instructional media, student evaluation, and
develOping a learning environment.

In order to determine the specific in-service

training needs of teachers, this study attempted to

159

identify the five most needed competencies for
in-service training of social studies teachers. In
addition, the present study aimed to ascertain the major
problems faced by social studies teachers and the
characteristics of an outstanding social studies
teacher. Finally, the roles of social studies
supervisors and school principals in developing the
teaching competency of social studies teachers were
explored.

In particular, this study was designed to answer
the following research questions:

1. What are the perceptions of social studies
teachers, social studies supervisors, and school
principals regarding the characteristics of an
outstanding social studies teacher and the major
problems commonly faced by social studies
teachers?

2. What are the perceived roles of intermediate-
school social studies supervisors and of school
principals in develOping the teaching competency
of social studies teachers?

3. Do male social studies teachers, social studies
supervisors, and school principals in Saudi
Arabian intermediate schools attend and
participate in the planning and the evaluation of
in-service training programs?

4. Are social studies teachers in intermediate
schools willing to participate in in-service
training programs on their own time?

5. What are the five competencies most strongly
needed for social studies teachers in-service
training programs as perceived by social studies
teachers and supervisors and school principals?

6. To what extent do male social studies teachers,
social studies supervisors, and school principals
in Saudi Arabian intermediate schools perceive the

160

need for in-service training programs for social
studies teachers that stress:

a. social studies goals?

b. subject content?

c. teaching methods?

d. instructional media?

e. student evaluation?

f. developing a learning environment?

7. To what extent do the perceived in-service
training program needs of male social studies
teachers in Saudi Arabian intermediate schools
differ among social studies teachers according to
their age, marital status, job location, travel to
other areas of the world, college of graduation,
subject-matter taught, major, teaching experience,
and attendance at in-service training programs?

8. To what extent do the perceived in-service
training program needs of male social studies
teachers in Saudi Arabian intermediate schools
differ among school principals according to their
age, job location, travel to other areas of the
worhi, level of education, college of graduation,
administrative experience, major, and attendance
at in-service training programs?

9. To what extent are there differences among social
studies teachers, social studies supervisors, and
principals in their perceptions regarding needs of
social studies teachers for in-service training
programs?

Population and Sample

 

The target pOpulation of this study was male
social studies teachers, supervisors, and school
principals at urban intermediate schools, working under
the supervision of the Ministry of Education in Saudi
Arabia. The accessible pOpulations consisted of male

teachers, supervisors, and principals from three cities

161
located in the western, central, and eastern regions of
Saudi Arabia. These cities were Taif, Riyadh, and
Dammam. The school districts of Taif, Riyadh, and
Dammam were selected because they were the three school
districts in Saudi Arabia with the largest number of
intermediate schools. A random sample of public
intermediate schools from each city in these districts

was obtained.

Characteristics of Respondents

 

The sample for this study included 168 social
studies teachers, 16 social studies supervisors, and 71
school principals of intermediate schools in Saudi
Arabia. All of the teachers, 13 of the supervisors, and
58 of the principals had a baccalaureate degree while 3
supervisors and 6 principals had a master's degree.
Seven school principals had community college or Center
for Math and Science diplomas.

The age of most of the respondents was between 20
and 55 years. Of all the respondents, 18% had attended
in-service training and 75.6%, 87. 5%, and 90.1% of the
teachers, supervisors, and principals, respectively, had
traveled abroad. The teachers' experience in teaching
social studies ranged from less than 1 year to more than

20 years.

162
Methodology

The questionnaire used in this study was
constructed to identify the needs of intermediate-school
social studies teachers for in-service training programs
in six selected areas of teaching competency.
Distribution and collection of the questionnaire forms,
except for five schools, was done by the researcher
himself.

Frequency and percentage distribution, MANOVA, and
ANOVA were used in analyzing the data. To determine
significant pairwise differences among groups, Tukey's
post-hoc test was performed. An alpha level of .05 was

used as a criterion for significance.

Findings

Research Question 1: What are the perceptions of
social studies teachers, social studies
supervisors, and school principals regarding the
characteristics of an outstanding social studies
teacher and the major problems commonly faced by
social studies teachers?

Six major characteristics of outstanding social
studies teachers were identified. These characteristics
were: (a) very well versed in the subject matter area:
(b) having knowledge of other school subjects:
(c) having a personality that attracts students for more
learning: (d) ability to convey information to the
students using suitable techniques; (e) ability to use

instructional media and sources: (f) having an interest

in teaching the subject. In addition, the following

163
additional characteristics were umntioned by the
respondents: (a) ability to link the subject to
students' needs; (b) ability to link the subject to
society's needs: (c) ability to link the subject to
other school subjects: (d) ability to use examples from
local and world events: (e) ability to develop positive
relationships with teachers, students, and parents: and
(f) ability to prepare lessons.

These results are consistent with the findings of
the NOrthern Plains Teacher Corps Project (1980), which
concluded that "The competent teacher seeks to develop
in three major kinds of ways: first, in improving
personalityv second, in increasing subject matter
knowledge; and third in improving teaching skills"
(p. 1). In: an earlier study, Ryans (1960) characterized
an effective teacher as having good emotional
adjustment, attitudes favorable to pupils, enjoyment of
pupil relationships, generosity in the appraisal of the
behavior and motives of other persons, strong interests
in reading and literary matters, and strong social
service interests. .Although these earlier studies were
conducted in the United States and focused solely on the
characteristics of teachers in general, the findings of
the present study are nonetheless in agreement with
them.

Nine major problems commonly faced by social

studies teachers were identified by the three groups of

164

respondents. These problems were: (a) lack of
instructional media; (b) curriculum rigidity: (c) heavy
teaching loads; (d) lack of suitable school buildings:
be) low student reading skills; (f) lack of inrservice
training programs: and (9) lack of teacher preparation
in teaching social studies. Two other problems were
identified by teachers and principals. They were:
(a) low student interest in social studies; and (b) lack
of field trips. In addition, other problems were
identified by a number of respondents. They were:
(a) lack of COOperation between the school and parents:
(b) lack of a suitable place for social studies
activities: (c) lack of teacher and curriculum guides:
and (d) late teaching schedule allocated for social
studies.

These findings agree with those of Al-Ismaeel
(1981), who conducted a study of social studies teaching
strategies in Saudi Arabia and concluded that social
studies teachers in Saudi Arabia's secondary schools had
indicated a lack of certain materials (such as
curriculum guides and pamphlets describing the various
teaching strategies) as well as field trips and resource
persons.

The results of the present study are also
consistent with the results of another study done by
Bakri (1983) in the area of instructional media in Saudi

Arabia. He found that instructional media were assessed

165
as being unavailable in schools by 56% of teachers in
Riyadh and by 68% of teachers in Jizan. The media that
were available were not well organized for easy use.
Furthermore, among his sample, 70% of teachers in Jizan
and 53% of teachers in Riyadh admitted that their
schools lacked the basic facilities to house
audio-visual materials and equipment, and that these
school buildings wewre not originally constructed for
the purpose of teaching. The results of the present
study also agree with the results of Mukhtar (1984), who
conducted a study in the area of social studies teacher
education. He found an expressed weakness in the social
studies teacher preparation program at Umm Al-Qura
University in regard to the area of Islamic Civilization
and System, in which the teachers felt they were not
adequately prepared. Finally, the present results are
consistent with those of Al-Shawan (1985). In a study
on social studies goals at intermediate-school level in
Saudi Arabia, he found that among the greatest problems
hindering social studies teachers from the
implementation of their high-priority social studies
goals were lack of in-service education, lack of
instructional materials, late schedule for social
studies, lack of library facilities, lack of parental
support, curriculum rigidity, outdated textbooks, low
student interest, lack of maps and/or graphs in

textbooks, lack of time for field trips and other

166
activities, lack of instructional freedom, and lack of
administrative support.

Research Question 2: What are the perceived roles

of supervisors and principals in developing social

studies teachers' competencies as perceived by
supervisors and principals and as expected by
teachers?

The results indicated that teachers, supervisors,
and principals agreed on three of the roles of
supervisors and principals in developing teachers'
competency in teaching social studies. These roles
were: (a) giving advice and recommendations:
(b) observing teachers in the classroom for diagnostic
purposes: and (c) creating a good school climate for
teachers' professional growth.

Teachers and principals agreed on four roles of
supervisors and principals in. developing teachers'
competency in teaching. These roles were: (a) informing
teachers of new regulations, news, and activities;
(b) having rooms available for social studies
activities: (c) encouraging teachers to do field trips:
and (d) ensuring that instructional media materials are
available.

Supervisors and principals agreed on four of their
roles in developing social studies teachers' teaching
competency. These roles were: (a) helping teachers in
organizing their preferred teaching schedule;

(b) encouraging teachers to develOp their competency

through in-service training; (c) improving teachers

167
through reading: and (d) encouraging teachers to conduct
research.

Teachers also expected that taking consideration
of teachers' views on improving the social studies
curriculum would be one of the roles of supervisors and
principals in developing social studies teachers'
competency in teaching. Supervisors perceived giving
more attention to new teachers as one of the roles of
supervisors and school principals in developing social
studies teachers' competency in teaching. School
principals perceived looking at teachers' lesson
preparations as one of the roles of supervisors and
school principals in developing social studies teachers'
competency in teaching.

Research Question 3: Do male social studies

teachers, social studies supervisors, and school

principals in Saudi Arabian intermediate schools

attend and participate in planning and evaluation
of in-service training programs?

 

The results indicate that most social studies
teachers who participated in the present study did not
attend in-service training programs. Also, of those
teachers who had attended in—service training, none had
participated in planning but three had participated in
evaluation of the programs. In addition, the in-service
training programs which some of the teachers had
attended were designed to meet the needs of teachers in
general rather than social studies teachers in

particular.

168

These findings reveal that attendance at
in-service training in Saudi Arabia is markedly
different than that in the United States. 'When Ochoa
(1981) profiled social studies teachers in the United
States, he found that only 21 percent of respondents had
not had any type of in-service training. Furthermore,
when those few Saudi Arabian trainees who have attended
in-service training are queried, they are not satisfied
with their in-service experience because they did not
participate in the planning of the programs, as
Al-Ghamdi (1982) found in his study of teacher education
in Jaddah, Saudi Arabia.

Research Question 4: Are ‘social studies teachers

in Saudi Arabian intermediate schools willing to

participate in an in-service training program on
their own time?

 

The results indicate that most teachers who
participated in the present study were willing to attend
in-service training programs on their own time, while
supervisors and principals perceived that teachers have
a moderate willingness to attend in-service training
programs on their own time.

The willingness to attend in-service training
programs was also related to teachers' age, years of
teaching experience, and academic major. The
willingness to attend in-service training programs on
the teachers' own time decreased slightly as their age

increased. In general, most teachers were willing to

169

attend the in-service training programs on their own
time, but those who had 6 to 10 years of teaching
experience were more willing than the others. Teachers
with 16 or more years of teaching experience were
slightly less willing to attend the in-service training
program. Also, the willingness to attend in-service
training programs was slightly higher among teachers
with a geography major than those with a history major.

Research Question 5: What are the five

competencies most strongly needed for social

studies teachers' in-service training programs as

perceived by social studies teachers and
supervisors and school principals?

 

Teachers and principals agreed on the importance
of three of the five most needed teaching competencies
for in-service training of social studies teachers.
These competencies were: (a) ability to utilize
audio-visual equipment and other mechanical aids related
to social studies for improving instruction (ranked as
the second and third most needed competencies by
teachers and principals, respectively): (b) ability to
use recent technological advances to enhance
teacher-student and student-student interactions (ranked
as the third and fourth most needed competencies by
teachers and principals, respectively); and (c) ability
to develOp media materials for remedial purposes (ranked
as the fourth most needed competency by both teachers

and principals).

170

Supervisors and principals agreed on the
importance of ability to relate the purpose of social
studies education to the needs of the community and
society at large as a competency needed for in-service
training of social studies teachers. Supervisors and
principals did not include any of the competencies from
the area of learning environment, whereas teachers did
not include any of the competencies from the areas of
goals and objectives and teaching methods in their
rating of the five most needed competencies.

Research Question 6: To what extent do male social

studies teachers, social studies supervisors, and

school principals in Saudi Arabian intermediate
schools perceive the need for in-service training
programs for social studies teachers that stress:

a. social studies goals?

b. subject content?

c. teaching methods?

d. instructional media?

e. student evaluation?

f. developing a learning environment?

Teachers ranked the six selected areas of teaching
competency according to their need for in-service
training programs as follows: instructional media,
learning environment, teaching methods, goals and
objectives, subject content, and student evaluation.

According to the analysis of the rating of

teachers' needs for each of the competencies in each

area, teachers, in general, indicated that there was a

171
need for in-service training in all six selected areas
of teaching competency. The need for in-service
training among teachers was considered average in all
six selected areas of teaching competency.

Teachers perceived the need for in-service
training programs as above average in 3 of the 42
selected competencies. One of these competencies,
"ability to keep abreast of develOpments in the social
studies subject matter areas," was from the area of
subject matter content. Other above-average needed
competencies were ”ability to utilize audio-visual
equipment and other mechanical aids related to social
studies for improving instruction" and ”ability to use
recent technological advances to enhance teacher-student
interaction and student-student interaction" from the
area of instructional media.

This finding reveals a constancy in teachers'
responses: the instructional media area was ranked as
the first area where in-service training was needed, and
at the same time two competencies from this area were
perceived as having above average need for in—service
training. The third competency which teachers perceived
as having above average need for in-service training was
form the area of subject content, which was ranked by
teachers as the fifth area most in need of in-service
training. This finding, accordingly, shows there was

not constancy in teachers' responses in this area.

172

However, this may harken back to the common feeling
among teachers that they were sufficiently prepared in
the subject content that they would teach, but when
asked about specific competencies in the area of subject
content, they found that they had above-average need for
in-service training in this particular, specific
competency.

Teachers also selected the three competencies
stated above as among the five most needed competencies
for in-service training. Again, this reflects strong,
constancy in teachers' responses. Of the five most
needed competencies, one of the others was also from the
instructional media area while the remaining one was
from the area of develOping learning environment, which
was ranked by teachers as the second area most in need
of in-service training.

The need for in-service training programs was
perceived by teachers as average in all remaining 39
selected teaching competencies. The most needed
competency was the ”ability to keep abreast of
developments in the social studies subject-matter
areas," while the least needed competency was the
“ability to demonstrate an appreciation of a world which
is becoming a global society in which all parts are
interdependent."

Supervisors ranked the six selected areas of

teaching competency according to the need of social

173
studies teachers for in-service training programs as
follows: goals and objectives, teaching methods, subject
content, instructional media, learning environment, and
student evaluation.

According to the rating of teachers' needs for
each of the competencies within each area, supervisors
perceived above-average need for inrservice training in
all six selected areas of teaching competency. They
perceived above-average need for inrservice training of
social studies teachers in 30 of the 42 selected
competencies. The highest rated competency needed was
"ability to relate the purpose of social studies
education to the needs of the community and society at
large," while the lowest rated competency was the
"ability to find ways to develop and encourage student
independence and responsibility.“

Finally, school principals ranked the six selected
areas of teaching competency according to the needs of
social studies teachers for in-service training programs
as follows: subject content, instructional media,
teaching methods, learning environment, goals and
objectives, and student evaluation. Thus, all the
groups ranked the area of student evaluation as the
least needed area for in-service training of social
studies teachers.

School principals perceived above-average need for

in-service training programs for social studies teachers

174

in areas of goals and objectives, subject-matter
content, teaching methods, instructional media, and
develOping a learning environment. They perceived an
average need in the area of student evaluation. They
perceived the highest need for in-service training
programs for social studies teachers in the "ability to
relate the purpose of social studies education to the
needs of the community and society at large" and the
”ability to utilize audio-visual equipment and other
mechanical aids related to social studies for improving
instruction." They perceived the "ability to identify
different philosOphical positions for teaching social
studies" as the least needed competency for in-service
training programs of social studies teachers.

Research Question 7: To what extent do the

perceived in-service training program needs of

male social studies teachers in Saudi Arabian

intermediate schools differ among social studies

teachers according to their age, marital status,

job location, travel, college of graduation,

major, experience, and attendance at in-service
training programs?

 

No significant differences in the perceptions of
social studies teachers of their needs for in-service
training programs were found according to their age, job
location, major, or teaching experience. (This may have
occurred because most teachers had not attended any
in-service training programs that would have
familiarized them with benefits, of such programs in

developing teachers' competency.) These results do not

175
agree with the findings of other studies conducted in
similar areas. However, "travel to other Arabic
states," “subject matter taught," and "attendance at
previous training programs“ were factors found related
to teachers' perceptions of their need for in-service
training in some areas of teaching competency.

”Travel to other Arabic states" was related to the
perception of need in the areas of teaching methods and
developing a learning environment. The need for
in-service training in teaching methods, as perceived by
those who travelled to other Arabic states 7 times or
more, was lower than those who travelled to other Arabic
states 4 to 6 times. This indicates that the more the
teachers travelled to other Arabic states, the less they
felt the need for in-service training in the area of
teaching methods.

Also, the perceived need for in-service training
in developing a learning environment by those who
travelled to other Arabic states 4 to 6 times was higher
than the perceived need of those who travelled to other
Arabic states 3 or less times. That is, the greater the
number of travels to other Arabic states, the greater
the perceived need for in-service training in the area
of developing a learning environment.

The subject matter taught was also a factor in
perceived needs. Teaching history at grade 8 was

related to perceived need for in-service training in the

176
area of student evaluation. Teachers who were not
teaching history at grade 8 expressed a higher need for
in-service training programs in the area of student
evaluation than those who were teaching history.

Attendance at previous in-service training
programs was related to perceived need for in-service
training in three competency areas: goals and
objectives, teaching methods, and student evaluation.
Teachers who had attended in-service training expressed
a greater need for in-service training in all three
areas of teaching competency than those who had not
attended in-service training. These results are
consistent with those of Al-Saadat (1985).

Research Question 8: To what extent do the
perceived in-service training program needs of
male social studies teachers in Saudi Arabian
intermediate schools differ among school
principals according to their age, job location,
travel to other areas of the world, level of
education, college of graduation, administrative
experience, major, and attendance at in-service
training programs?

No significant differences were found in the
perceptions of school principals regarding the needs of
social studies teachers for in-service training programs
according to their age, job location, travel, major,
level of education, attendance at in-service training
programs, and years of school administration
eXperience. However, significant differences were found

between principals according to their college of

graduation for the area of instructional media.

177

Principals who graduated from a college of Islamic law
perceived a greater need for in-service training
programs for social studies teachers ,in the area of
instructional media than did those who graduated from a
college of education. No significant differences were
found in the perceptions of principals for the needs of
social studies teachers for in-service training programs
according to their college of graduation in the
remaining areas of teaching competency.

Research Question 9: To what extent are there

differences among social studies teachers, social

studies supervisors, and school principals in

their perceptions regarding needs of social
studies teachers for in-service training programs?

 

Significant differences were found at .05 between
the perceptions of the teachers, supervisors, and
principals regarding the needs of teachers for
in-service training programs in all six selected areas
of teaching competency: social studies goals, subject
content, teaching methods, instructional media, student
evaluation, and developing learning environment. The
means for the supervisors and principals were higher
than the mean for the teachers in all six areas, while
teachers perceived an average need for in-service
training programs, supervisors and principals perceived
an above-average need for in-service training of
teachers. In other words, teachers perceived less need

for in-service training compared to what supervisors and

178
principals perceived for them. The means of perceived
need in all six selected areas of teaching were not
different between supervisors and principals.

These results are consistent with the results of
Grandgenett (1978), Pisetsky (1979), Weipert (1975), and
Al-Ghamdi (1982), who found that significant differences
did exist in the perceptions of teachers,
administrators, and supervisors, depending upon their
positions with regard to the needs of teachers for

in-service training.

Conclusions

 

Based on the results of the present study, the
following conclusions were drawn.

1. Outstanding social studies teachers are
characterized as those who are very well versed in their
subject matter, have knowledge in other subjects,
possess a personality that motivates students to learn
more, have the ability to convey information to students
using suitable techniques, demonstrate the ability to
use instructional media and other sources of
information, and have an interest in teaching the
subject.

2. The major problems faced by social studies
teachers are lack of instructional media, curriculum
rigidity, low student interest, heavy teaching load,

lack of suitable school buildings, low student reading

179
and writing skills, lack of field trips, lack of
in-service training programs, and lack of preparation in
teaching social studies.

3. The expectations of teachers for the roles of
supervisors and school principals in developing
teachers' teaching competency are: giving advice and
recommendations: observing teachers in the classroom for
diagnostic purposes; creating a good school climate for
teachers' professional growth; making sure instructional
media materials are available: helping teachers in
organizing their preferred teaching schedules:
encouraging teachers to develop their competency through
in-service training: conducting meetings and discussion:
informing teachers of new regulations, news, and
activities: improving teachers' teaching competencies
through reading: soliciting teachers' views for
improving the social studies curriculum: participation
in social studies curriculum development and helping
teachers gain insight in this field: making rooms
available for social studies activities: encouraging
teachers to do field trips: and practicing some teaching
methods in front of other teachers.

4. The self-reported roles of supervisors in
developing social studies teachers' teaching competency
are as follows: making sure instructional media
materials are available; giving advice and

recommendations: observing teachers in the classroom for

180

diagnostic purposes: creating a good school climate for
teachers' professional growth: helping teachers in
organizing their preferred teaching schedules:
encouraging teachers to develop their competency through
in-service training: conducting meetings and discussion:
informing teachers of new regulations, news, and
activities: improving teachers' teaching competencies
through reading: participation in social studies
curriculum development and helping teachers gain insight
in this field: practicing some teaching methods in front
of other teachers: encouraging teachers to conduct
research: and giving more attention to new teachers.

5. The self-reported roles of principals in
develOping social studies teachers' teaching competency
are as follows: making sure instructional media
materials are available: giving advice and
recommendations: observing teachers in the classroom for
diagnostic purposes: creating a good school climate for
teachers' professional growth: helping teachers in
organizing their preferred teaching schedule:
encouraging teachers to develop their competency through
in-service training: conducting meetings and discussion:
informing teachers of new regulations, news, and
activities: improving teachers' teaching competencies
through reading: participation in social studies
curriculum development and helping teachers gain insight

in this field: making rooms available for social studies

181
activities: encouraging teachers in) do field trips:
encouraging teachers to conduct research: and looking at
teachers' lesson preparations.

6. Most social studies teachers who participated
in the present study never attended any kind of
in-service training program. Most of those who had
attended an in-service training program did not
participate in the planning or evaluation of the
programs. These programs, however, were designed to
meet the needs of teachers in general, and not the
particular needs of social studies teachers.

7. Almost none of the teachers who participated in
the present study participated in social studies
symposia at the national level, and most of them did not
participate in such activities at the local level during
the past two years.

8. Teachers indicated that they are willing to
attend in-service training programs on their own time,
whereas supervisors and principals perceived that social
studies teachers are less willing to attend such
programs on their own time.

9. The willingness of teachers to attend
in-service training programs on their own time decreases
slightly as their age increases: such willingness was
slightly greater among teachers with a geography major

than those with a history major.

182

10. Supervisors and principals perceived the
following as above average needs for in-service training
of social studies teachers: ability to identify and
describe the primary educational purpose reflected in
each of the social studies goals: ability to analyze and
evaluate social studies goals in terms of their
consequences for learners: ability to relate the purpose
of social studies education to the needs of the
community and society at large: ability to develOp
skills in making and using different instructional
media: ability to recognize and select appropriate
content, concepts, and methodologies from the
disciplines which will lead students to experience the
uniqueness of the several social sciences: ability to
recognize that theories and generalizations of social
sciences change in the light of new evidence: ability to
diagnose the entry knowledge, skills, interests and
needs of students and use the results in planning:
ability to use resource speakers and field trips as
techniques for teaching social studies: ability to
utilize various processes related in inductive and
deductive reasoning such as observing, inferring,
classifying, predicting, comparing and contrasting,
interpreting data, and forming and testing hypotheses:
ability to develop understanding and appreciation of
similarities and differences through the use of

techniques such as role-playing, simulation, oral

183

history, and social participation: ability to identify
and employe techniques of values clarification or moral
reasoning such as Open-ended stories and dilemmas, and
examination of value-laden issues: ability to integrate
into instruction the cultural environment of students:
ability to promote the study of historical experience,
cultural patterns, and social problems of contemporary
Saudi society: ability to provide instruction leading to
the acquisition, comprehension, problem-solving, and
application of knowledge: ability to utilize
audio-visual equipment and other mechanical aids related
to social studies for improving instruction: ability to
use recent technological advances to enhance
teacher-student and student-student interactions:
ability to develop media materials for remedial
purposes: and ability to keep abreast of developments in
subject-matter areas of the social studies.

Teachers also perceived an above average need for
in-service training in the last three competencies
listed above, reflecting an agreement among the three
groups on the importance of these three competencies for
the in-service training of teachers.

In addition, ten of the preceding competencies
were selected by at least one group of the respondents
as one of the five most needed competencies for the
in-service training of teachers. This finding reflects

a constancy in the response of the respondents. The

184

remaining of the five most needed competencies for
in-service training of teachers was ability to
communicate and interact with parents and the
community. This competency was ranked as the fifth
most-needed competency for in-service training by
teachers. However, supervisors, also, ranked ability to
construct and assess a set of instructional goals and
objectives of social studies and ability to translate
instructional objectives into terminal behaviors as the
second and fifth most-needed competencies, respectively,
for the in-service training of teachers.

11. Supervisors and principals perceive the need
for in-service training programs of social studies
teachers as higher than do the teachers themselves in
all six selected areas of teaching competency.
Supervisors and principals do not differ in their
perception of the need for in-service training programs
in all six selected areas.

12. Teachers perceive the need for in-service
training programs as average in all six selected areas
teaching competency.

13. Supervisors and principals perceive the need
for in-service training programs for social studies
teachers as above average in the areas of goals and
objectives, subject matter content, teaching methods,
instructional media, and developing a learning

environment. Supervisors perceive the need for

185
in-service training programs for social studies teachers
as above-average in 30 of the 42 selected competencies,
while school principals perceive such need as high in 22
competencies.

14. The perceptions by teachers of their needs for
in-service training programs do not differ according to
their age, job location, college of graduation, major,
or years of teaching experience.

15. Age, major, and years of experience are
related to the willingness of teachers to attend
in-service training programs on their own time. The
willingness of teachers to attend in-service training on
their own time tended to decrease slightly as their age
increased. It was slightly higher among teachers with a
geography major than those with a history major.
Teachers who had teaching experience of 6-10 years were
more willing than others, while teachers with 16 years
or more teaching experience were slightly less willing
to attend the in-service training than were those in
other groups.

16. Travels to other Arabic states, subject matter
taught, and attendance at previous training programs are
related to teachers' perceptions of their needs for
in-service training programs in the areas of teaching
methods, develOping learning environment, student
evaluation, and goals and objectives. Those who

travelled to other Arabic states 4 to 6 times perceived

186
a higher need for in-service training programs in the
area of teaching methods compared to those who travelled
7 times or more, and a higher need in the area of
developing learning environment compared to those who
travelled l to 4 times.

17. Teachers who are not teaching history at grade
8 express a higher need for in-service training in the
area of student evaluation than those who are teaching
history.

18. Teachers who have attended previous in-service
training programs perceive a higher need for in-service
training programs in the areas of goals and objectives,
teaching methods, and student evaluation.

19. School principals' age, job location, travel,
academic major, level of education, attendance at
in-service training programs, and years of experience in
school administration are not related to the principals'
perceptions of the need for in-service training for
social studies teachers.

20. Principals who graduated from a college of
Islamic law perceive a higher need for in-service
training programs for social studies teachers in the
area of instructional media than do those who graduated

from a college of education.

187
Recommendations

Findings of the present study indicate that social
studies teachers face the problem of low student
interest in social studies. This may reflect the
attitudes of some Saudian people toward social studies.
Other school subjects, such as math, science, and
English, seem more practical and more directly related
to the process of modernization and the job market,
which is evident in such things as improved
construction, food production, and health care,
especially in Third World countries such as Saudi
Arabia. This immediate applicability may seem to justify
offering more in-service training to math, science and
English teachers and the attention which seems to be
given to these subjects' curriculum in Saudi Arabia.
Because of the more indirect effects of social studies
on society and student's lives, it may be tempting to
delay the establishment of effective in-service training
for social studies teachers in the intermediate schools
of Saudi Arabia. However, the reality is that social
studies play an essential role in the achievement of
modern Saudi educational goals by developing each
individual into a person who lives his or her own life
while at the same time carrying out the responsibilities
of an effective citizen.

Social studies is that part of the school

curriculum which has primary responsibility for helping

188

students develop the knowledge, skills, attitudes, and
values needed to partipate in the civic life of their
local communities, the nation, and the world (Banks and
Clegg, 1985). Particularly within Saudi Arabia, social
studies is that part of the educational curriculum which
provides a bridge for the students between their Islamic
heritage and the ever-changing modern world. One of the
goals of teaching social studies at intermediate schools
in Saudi Arabia, as stated in the curriculum guide for
boys (Ministry of Education, 1971), is to "aid in
upbringing of a good citizen with an obligation to
Islamic virtues.“ This means being able to make the
right decisions for themselves and for their nation in
the context of an interdependent world. Since Islam
came to reform people's affairs and since we live in a
challenging global age, making reasonable and
appropriate decisions is an important part of being a
Saudi citizen.

It is social studies teachers who have the
responsibility of develOping Saudi students (in light of
Islam) into knowledgeable decision makers by examining a
wide range of pertinent topics, such as the world
economic system, cultural differences, political and
social struggles, and the effects of changing technology
in areas such as transportation and communication.
Knowledge about such topics is always undergoing change

and development, reflecting the continuous and

189

accelerating changes in events, ideas, and peoples of
the actual world. Also, the translation of abstract
ideas into creative and practical studies in the
classroom is not an easy task. In addition,
understanding the present world trends and their
implications requires social studies teachers to have
some effective skills for predicting the future. To be
able to effectively carry out their duties, social
studies teachers need not only to continually improve
their competencies in their subject matter, but also to
develOp the methods and approaches that will foster a
positive attitude toward social studies among Saudi
children. Effective in-service training programs play
an essential role in the on-going development of social
studies teachers toward meeting these goals.

In light of the preceding discussion and the
results of the present study, two sets of
recommendations will be presented. One set will be for
the Saudi Ministry of Education and Saudi universities,
and one set will be for future researchers.

Recommendations to the Ministry of
Education and Saudi Universities

 

Based on the results of the present study, the
following are some recommendations to the Ministry of
Education and the Saudi Arabian universities that can be
taken under consideration when establishing in-service

training programs for social studies teachers:

190

l. The results indicate that teachers perceived an
average need for in-service training in all six selected
areas of teaching competency, while supervisors and
principals perceived an: above average need for
in-service ‘training <xf teachers. Therefore, the
in-service training programs organized by the Ministry
of Education and pre-service training programs offered
by Saudi universities for social studies teachers should
emphasize all the six selected areas of teaching
competency (i.e., developing a learning environment,
goals and objectives, instructional media, subject
matter content, teaching methods, and student
evaluation). However, more particular emphasis should
be given to the areas of subject-matter content,
develOping learning environment, and instructional media
since teachers selected the five most needed
competencies for their in-service training from these
three areas.

2. Teachers may assume that supervisors and
principals function primarily as evaluators, and thus
may refrain from discussing classroom problems with
supervisors and school principals in order to avoid a
negative evaluation. This situation may change when
teachers feel that one of the official responsibilities
of supervisors and principals is training teachers.
Teachers then become more involved with supervisors and

principals by describing their work problems in order to

191
get assistance in finding suitable solutions. If this
were the case, all three groups would most likely
develop a working unity and exchange mutual constructive
criticism, thus creating a cooperative climate that
would foster teachers' competency.

Therefore, the participation of social studies
supervisors and school principals in the training of
social studies teachers should be solicited. The
results indicate that supervisors and principals
perceived a higher need for in-service training of
teachers than did the teachers themselves in all six
selected areas of teaching competency. This might be
attributed to the fact that supervisors and principals
generally have more experience in the field of education
than teachers, thus they may have richer insights into
the educational needs of teachers. However, the
perceptions of principals and supervisors may also be
affected by their role as evaluators of teacher
performance. If they participate in the in-service
training of social studies teachers, supervisors and
principals can utilize their own particular and valuable
experiences in order to expand and function more as
cooperative resource persons and less as only evaluators
of teachers.

3’. Because of the pervasive and rapid change
occuring in today's global age, the needs of teachers

for in-service training programs will change from time

192

to time, depending on the changing needs of their
society and students, and on emerging develOpments in
social studies knowledge. It may be assumed, then, that
teachers' needs for in-service training are renewable
and endless. Consequently, an annual survey of social
studies teachers' needs for in-service training programs
would assist planners in designing effective pre-service
and in-service training programs for social studies
teachers by identifying the shifting needs of teachers
for in-service training. This survey should include
teachers, supervisors, principals, superintendents, and
other related personnel. By means of such a recurring
survey, participants would gain familiarity with the
role of in-service training in developing the competency
of teachers. They would thus be more alert to
in-service needs as they arise and gain an appreciation
of the role of research in the development of teaching
competency. Finally, the results of the yearly survey
of teachers' neesd should be linked with in-service
evaluation, in order to gauge the effectiveness of
in-service training programs.

4. The results of the present study indicate that
those teachers who had attended in-service training did
not participate in the planning of their training, and
that most of them did not participate in the evaluation
of their training. However,.participation of the

trainees in the entire process of their training is

193
recommended in order to provide training that is
effective. Accordingly, planners of in-service training
programs for social studies teachers should give
teachers a chance to participate in all program stages,
from the identification of their needs, to the
construction of program goals and objectives, to the
evaluation of the program. Training programs are more
likely to achieve success when participants see that
their specific and particular needs are being addressed
and that they, too, share responsibility for the design,
implementation, and practical outcome of training
programs. -

5. Almost none of the teachers who participated in
the present study participated in any annual symposia
during the previous two years. The regular meeting of
social studies educators plays an essential role in
developing teachers' competency. In such meetings,
teachers present and discuss important and developing
social studies topics and share solutions to common
classroom problems. This process enriches teachers'
subject knowledge and helps them to develop deeper
insights into education in general. On a national
level, if teachers from the different regions of Saudi
Arabia come together to share ideas and exchange
experiences, their knowledge about the commonalities and
diversities within Saudi Arabian society will be

broadened. Consequently, it is recommended that

194
teachers be encouraged to attend annual symposia
(meetings) to exchange ideas, discuss problems, and
introduce what is new in the social studies field.

6. The present results indicate that one of the
problems faced by social studies teachers is the lack of
curriculum guides. A good curriculum guide that is
produced with the participation of a variety of social
studies specialists contributes immensely to the
teaching competency of both experienced and beginning
teachers. An effective curriculum guide saves teacher
time and effort by spelling out the learning objectives
of the various subjects that comprise the social
studies, discussing those instructional media that fit
well with each subject, presenting possible techniques
for teaching various subjects and tOpics, allocating
ideas for making student homework an integral part of
the learning process, and outlining criteria for student
evaluation. Consequently, curriculum guides should be
available for teachers in order to help them gain more
familiarity with the subject matter they teach and the
diversity of ways it can be taught.

7. Some respondents of the present study expressed
problems with their school building and its capacity for
housing the needed instructional media or conducting
social studies activities. Adequate space in and design
of school buildings play an important role in the

implementation of effective teaching strategies and in

195

making learning a positive experience for students.
Space and facilities are necessary to make and house
maps, conduct research, store instructional media, and
show films. Additional facilities, such as theater and
museum space, may be required so that students may both
view and present demonstrations. Finally, social
studies teachers need a room where they may meet,
discuss, and plan lessons and curriculum. Accordingly,
it is recommended that the Ministry of Education
consider these problems and plan for a prOper solution
to them in future projects.

8. The present study identified six major
characteristics of an outstanding social studies
teacher. These characteristics are: those who are well
versed in their subject matter, have knowledge in other
subjects, possess a personality that motivates students
to learn more, have the ability to convey information to
students using suitable techniques, demonstrates the
ability to use instructional media and other sources of
information, and have an interest in teaching the
subject. Hence, it is recommended that the planners of
pre-service and in-service training programs of social
studies teachers emphasize these characteristics through
the social studies teacher preparation programs.

9. This study indicated that one of the major
problems faced by social studies teachers is curriculum

rigidity. Curriculum planning that includes the

196

participation of teachers is more likely to take into
account the diversity among teachers and students and
meet their particular needs while aiming at broader
educational goals. Teachers in different schools and in
different regions may encounter different problems in
the curriculum. Textbooks, maps, charts, and graphics
may prove to be too difficult for some students and too
easy for others. Because teachers have valuable
day-to-day experience in the classroom, the richness of
their ideas, suggestions, comments, and recommendations
should be included in curriculum development.
Accordingly, it is recommended that participation of
social studies teachers in curriculum develOpment should
be encouraged.

10. The present study explored seventeen roles for
social studies supervisors and school principals in the
development of teachers' competency. Accordingly, the
Ministry of Education in Saudi Arabia should take these
roles into account when outlining the responsibilities
of supervisors and principals. The performance of these
duties could be encouraged by establishing suitable
follow-up evaluations. Furthermore, these roles may
serve as a guide for the exploration of other roles that
principals and supervisors may play in the development
of teachers' competency in the future.

When social studies teachers, social studies

supervisors, and school principals know in advance the

197
roles that supervisors and principals play in developing
teachers' teaching competency, the result is creation of
a healthy school climate where everyone realizes his
role and principles of accountability can be employed.
Through coOperation the entire school staff realizes the
job to be done and goes about doing it as it should be

done.

Recommendations to FUture Researchers

This study identified the perceptions of male
social studies teachers, social studies supervisors, and
school principals working under the supervision of the
Ministry of Education in intermediate schools in three
cities in Saudi Arabia regarding the needs of social
studies teachers for in-service training programs in six
selected areas of teaching competency. The continuing
efforts to improve teachers' competency in teaching are,
of course, endless. However, toward that goal the
following recommendations for further research are
offered:

1. Studies should be conducted in boys'
intermediate schools and girls' intermediate schools
throughout Saudi Arabia to discover: to what extent do
male and female social studies teachers differ in their
perceptions regarding their needs for in-service
training programs? And what is the effect of

supervision, college of graduation, and gender on the

198
perceptions of teachers regarding their needs for
in-service training? Such studies may benefit those
responsible for both girls' and boys' schools and
contribute to mutual exchange in the planning of
in-service training of teachers.

2. Studies should be conducted among social
studies teachers who are working at different levels of'
education to discover: to what extent do social studies
teachers of elementary, intermediate, and secondary
schools in Saudi Arabia differ in their perceptions of
their needs for in-service training? The effects of
educational level on teachers' perceptions of their
needs for in-service training may be discovered through
such study in order to gather basic information for
establishing effective in-service training for social
studies teachers. The results of such studies may
contribute to the planning of in-service training that
is suitable and appropriate for each level.

3. Studies should be conducted using additional
areas of teaching competency, such as competencies
related to individual differences and to curriculum
planning and evaluation, in order to discover: to what
extent do social studies teachers of intermediate
schools in Saudi Arabia perceive needs for in-service
training that stress social studies goals, curriculum
planning and evaluation, and individual differences?

Such studies could contribute to the planning of

199
in-service training programs for social studies teachers
that are broadly based and well rounded.

4. Studies similar to the present one should be
conducted using other research methods (e.g.,
observation and/or interviews). Such studies may focus
on asking: do social studies teachers in Saudian
intermediate schools have the needed competencies for
teaching? The use of a variety of research methods will
generate more varied and comprehensive information from
individual teachers. Such studies may contribute to the
planning of in-service training that is adaptable to the
individual differences among teachers. Furthermore,
getting needed information through different research
methods may give more confidence about the problem under
study.

5. The results indicate that most of the social
studies teachers who participated in the present study
did not attend in-service training programs. Of those
who did, none participated in planning, while just
three participated in evaluation of the programs.
Accordingly, it is recommended that studies be conducted
that address the question: what are the major problems
facing the establishment of effective in-service
training programs for social studies teachers in Saudi
Arabia? Such studies may elicit important information

about the planning, implementation, evaluation,

200
follow-up, time, and place for in-service training in

the social studies in Saudi Arabia.
6. Replication of this study should be done in

other Saudi cities in order to verify the results of the

present one.

APPENDIX

APPENDIX A

Questionnaire (English version)

201

Questionnaire Cover Letter
(English version)
Dear Colleague:

As part of my graduate program at Michigan State University, I am
conducting a study that deals with the needs of intermediate-school
social studies teachers for in-service training programs, as perceived
by social studies teachers, supervisors, and principals of intermediate
schools. The results of this study will be reported in a doctoral
dissertation. You were selected at random to be part of the sample of
this study.

The important role which in-service training programs may play in
developing and improving teachers' skills and competencies in
instruction is known to you. However, such activities could become even
more effective when they are designed to meet the real needs of teachers
themselves. Therefore, the attached questionnaire has been designed to
identify what teachers, supervisors, and principals perceive as the
needs of intermediate-school social studies teachers for in—service
training programs.

The questionnaire is divided into three parts. The first part
includes questions designed to solicit some personal and demographic
data related to your professional experiences. Part II asks for your
assessment of “2 statements which represent varieties of teaching skills
and competencies that are important for teaching social studies subjects.
Part III asks you to answer, in your own words, one question about the
' roles played by social studies supervisors and school principals to help

social studies teachers develop their teaching competencies.

202

Please answer all questions as accurately as you can. Your
participation is necessary for the completion of this study. The
information you give will be useful in the efforts of educational
authorities as they seek to plan an effective in-service training
program for social studies teachers. Please be sure not to write your
name on the questionnaire form. The researcher assures you that your
answers will be kept strictly confidential and the information you give
will be used only for research purposes. Your participation is volun-
tary, and there is no penalty for not participating in this study.

Your participation and cooperation in this study are greatly
appreciated. Together, we can work to develop social studies in our

country's educational system.
Sincerely,

Dhaifalla Al-Thobaitey

APPENDIX A-l

Questionnaire for Teachers

203

Part I
General Information

Please place a (V) mark on the appropriate answer for each of the
following and supply additional information as requested.

1 - Age:

1. ZO-ZN
2. 25-29
3. 30-3u
4. 35-39
5. uo-nu
6. us—ug
_ 8. 55 or above

2 - Marital status:

____ 1. Single
___ 2. Married

3 - Position:

___ 1. Social studies teacher
2. Social studies supervisor
____ 3. School principal

fl - City in which you work:
1. Dammam

2. Riyadh
3. Taif

I
§|||

many times have you travelled to other areas of the world:

1. Other Arab States

2. Non-Arabic Asian states

3. Non-Arabic African states

1| . European states

5. South/Central American states

6. USA

7. Other states

.___ 8. I have not travelled outside Saudi Arabia

6 - I received my baccalaureate degree from the College of

1. Education

2. Art and Science

3. Humanities and Arts

H. Social Science

5. Islamic Law (Shari'a)
6. Other (please specify)

 

204

7 - Major minor

 

8 - Name of university from which you graduated:

 

9 - Country of the university

1. Saudi Arabia

2. Arab country

3. European country
u. U.S.A.

5. Other nation

10 - Highest degree held beyond the baccalaureate, its field, and the
name of the university which granted the degree:

Dggree Field University name
- _ diploma

master's
Ph.D.

 

 

 

 

1
2
3

 

 

11 - Teaching experience in social studies

1. 0 years

2. less than one year
3. 1-5 years

A. 6-10 years

5. 11-15 years

6. 16-20 years

7. More than 20 years

12 - Currently I teach

____ 1. Geography in grade 7 ___, 8 , 9 ,

.___ 2. History in grade 7 ___, ___, ___
___ 3. Other (please specify)

 

13 - How often did you participate in social studies symposia (meetings)
in the last 2 years with the following personnel (whichever apply
to you)?
none once twice more
___ 1. Supervisors of social studies
2. Principal of your school
3. Social studies teachers at the
local level
A. Social studies teachers at the
national level

 

 

 

 

 

 

 

 

 

 

 

 

205

1n - Have you attended any in—service programs?

Yes No If yes, continue

 

A) The nature of the program
B) The duration of the training was weeks
C) Did you participate in the planning of the in-service program?

 

1. Yes .___ 2. No
D) Did you participate in the evaluation of the in-service program?
1. Yes _ 2. No
E) How valuable was your in-service program?
1. Very valuable .___ 2. Valuable ____ 3 Not valuable
15 - Hbuld you be willing to participate in an in-service training
program on your own time?
_ 1. Yes _2. No

16 - Please give three characteristics that you consider important in
order for you to become an outstanding social studies teacher:

1.

 

 

2.

 

 

 

 

17 - Give the three major problems faced by you as a social studies
teacher (List these problems in order of importance):

1.

 

 

 

 

 

 

206

18 - Rank the following areas according to the need for in-service
training programs for you as a social studies teacher. (Rank 1 for
"most needed" and rank 6 for "least needed.")

Goals and objectives

Subject content

Teaching methods

Instructional media

Student evaluation

Developing learning environment

“515007?
0

End of Part I - Please continue with Part II on the next page.

207

Dear Social Studies Teacher,

The second part of the questionnaire is enclosed. You will find
forty-two statements concerning teacher competencies. These competen-
cies are assumed to be important for all social studies teachers. Their
importance is ggt_to be evaluated by this questionnaire; your gggggg
should focus on the degree of your actual 233d for the in-service
training in these competencies. Also, Item "3 asks you to rank in order
of importance for you as a social studies teacher, the 5 most strongly
needed competencies among the A2 competencies.

You may have already gained some of these competencies, whereas
you may need training in some others. There are no right or wrong
answers. The objective of this questionnaire is to determine the actual

need of social studies teachers for in-service training in those

 

 

competencies.
“U 'U
a: o
> 'U >~'U
H a) H Q)
006 “U G) 00 d)
r: o (D t: t: I:
O 'U "O 0
1a a) m u H 4.1
u 2 e e s 2
Examples: ”3
Ability to determine the role of social
studies in preparing the students for work.
Respondent 1 J
Respondent 2 I

 

 

 

 

 

 

The answer of respondent 1 is "strongly not needed" because social
studies teachers already have this competency. The answer of respondent
2 is ”strongly needed" because social studies teachers are in need of in-

service training in this competency.

208

Part II

To what extent do you agree or disagree with the
following statements concerning the needs of
social studies teachers for in-service training
to develop their instructional competency?

1 -

10 -

Ability to identify different philosophical
positions for teaching social studies.

Ability to identify and describe the primary
educational purpose reflected in each of the
social studies goals.

Ability to analyze and evaluate social
studies goals in terms of their
consequences for learners.

Ability to construct and assess a set
of instructional goals and objectives of
social studies.

Ability to relate the purpose of social
studies education to the needs of the
community and society at large.

Ability to help the students to understand
that different people can cooperate in
pursuit of common goals.

Ability to demonstrate an appreciation of a
world which is becoming a global society in
which all parts are interdependent.

Ability to keep abreast of developments in
the social studies subject matter areas.

Ability to locate, select, and use materials
from primary as well as secondary sources
related to social studies.

Ability to demonstrate knowledge of several
cultures in the world and of their contri-
bution to the total human experience.

Strongly
needed

Needed

Not needed

Strongly

not needed

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

11

12

13

121

15

16

17

18

19

20

209

Ability to recognize and select appropriate
content, concepts, and methodologies from
the disciplines which will lead students to
experience the uniqueness of the several
social sciences.

Ability to recognize that theories and
generalizations of social sciences change
in the light of new evidence.

Ability to introduce different models for
organizing the social studies curriculum.

Ability to promote the study of historical
experience, cultural patterns, and social
problems of contemporary Saudi society.

Ability to provide instruction leading to
the acquisition, comprehension and problem-
solving application of knowledge.

Ability to diagnose the entry knowledge,
skills, interests and needs of students
and use the results in planning.

Ability to use resource speakers and field
trips as techniques for teaching social
studies.

Ability to recognize the controversial
nature of social issues and to promote
objective discussion and study of
sensitive issues.

Ability to utilize various processes
relating to inductive and deductive
reasoning such as observing, inferring,
classifying, predicting, comparing and
contrasting, interpreting data, and forming
and testing hypotheses.

Ability to develop understanding and
appreciation of similarities and differences
through the use of techniques such as role-
playing, simulation, oral history, and
social participation.

Strongly
needed

Needed

Not needed

Strongly

not needed

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

21

22

23

24

25

26

27

28

29

30

31

210

Ability to identify and employ techniques
of values clarification or moral reasoning
such as open-ended stories and dilemmas,
and examination of value-laden issues.

Ability to select and use materials from
the humanities such as art and literature,
as well as materials from the social
sciences and history.

Ability to utilize audio-visual equipment
and other mechanical aids related to social
studies for improving instruction.

Ability to develop skills in making and
using different instructional media.

Ability to use recent technological advances
to enhance teacher—student interaction and
student-student interaction.

Ability to select and use materials which
accommodate the needs of individual
students.

Ability to select and use current sources
of media, such as newspapers, television,
cartoons , etc .

Ability to develop media materials for
remedial purposes.

Ability to establish appropriate performance
criteria for evaluating students in social
studies.

Ability to translate instructional objectives
into terminal behaviors.

Ability to use a variety of classroom
evaluation techniques appropriate for social
studies, such as observation, meetings,
involving students in self-evaluation, etc.

Strongly
needed

Needed

Not needed

Strongly

not needed

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

32

33

3“

35

36

37

38

39

no

In

42

211

Ability to plan and carry out evaluation
which will include the assessment of progress
in knowledge, skills, attitudes, and
abilities, including thinking, valuing and
social interaction.

Ability to constructively use evaluation in
helping student progress in social studies.

Ability to seek feedback from students about
the course and the teaching of the course in
social studies.

Ability to review student progress and
achievement records to assess the effective-
ness of instruction in social studies.

Ability to integrate into instruction the
cultural environment of students.

Ability to counsel and confer with
students.

Ability to instill in the student the
will to learn on his own initiative.

Ability to stimulate growth of pupil
attitudes and values.

Ability to create an atmosphere conducive to
freedom of expression within the framework of
respect for others and their contributions.

Ability to communicate and interact with
parents and the community.

Ability to find ways to develop and encourage
student independence and responsibility.

Strongly
needed

Needed

Not needed

Strongly

not needed

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

93

212

From all the ”2 competencies listed above, rank order the 5 most
strongly needed competencies for you as a social studies teacher in
order of importance (Rank 1 for "most important," and rank 5 for
"least important." You may respond by using the item numbers instead
of writing the whole competencies.)

 

 

 

 

 

End of Part II — Please continue with Part III on the next page.

213
Part III
Please answer this question in your own words as much as you can.
What role do you expect school principals and social studies

supervisors to play in helping you to develop your competency in
teaching social studies?

Thank you for your participation.

APPENDIX A-2

Questionnaire for Supervisors and Principals

214

Part I

General Information

Please place a 0’) mark on the appropriate answer for each of the

following.

1 - Your age:

1. 20-2”
2. 25-29
30 30.3”
n. 35-39
5. uo-uu
6. us-u9
____8. 55 or above

Your marital status:

___.1. Single
___ 2. Married

Your position:
1. Social studies teacher

.___ 2. Social studies supervisor
3. School principal

Your city:

1. Dammam
____ 2. Riyadh
3. Taif

What areas of the world have you travelled in?

1. Other Gulf States

2. Asia/Pacific

3. Africa

11. EurOpe

5. South/Central America

6. USA/Canada

7. I have not travelled outside Saudi Arabia

K

on graduated from the College of

1. Education

2. Art and Science

3. Humanities and Arts

n. Social Science

5. Islamic Law (Shari'a)
6. Other (please specify)

 

215

7 - Major minor

 

8 - Name of university from which you graduated:

 

9 - Country of the university

1. Saudi Arabia

2. Arab country

3. European country
A. U.S.A.

____5. Other nation

10 - Highest degree held beyond the baccalaureate, its field, and the
name of the university which granted the degree:

Dggree Field University name

- __ diploma
__ master's
____ Ph.D.

 

 

 

 

1
2
3

 

 

11 - Teaching experience in social studies

1. 0 years

2. less than one year
3. 1-5 years

n. 6-10 years

5. 11-15 years

6. 16-20 years

7. More than 20 years

12 - Supervisory experience in social studies (for supervisor only)

1. less than one year
2. 1-5 years

3. 6-10 years

A. 11-15 years

5. 16-20 years

6. More than 20 years

('1

xperience as school principal (for principal only)

1. less than one year
2. 1-5 years

3. 6-10 years

n. 11-15 years

5. 16—20 years

6. More than 20 years

216

13 - How often did you participate in social studies symposia (meetings)
in the last 2 years with the following personnel (whichever apply
to you)?

none once twice more
1. Supervisors of social studies
2. Principal of your school
3. Social studies teachers at the
local level
1. Social studies teachers at the
national level

 

 

 

 

1H - Have you attended any in-service programs?

Yes No If yes, continue

 

A) The nature of the program
B) The duration of the training was weeks
C) Did you participate in the planning of the in-service program?

 

1. Yes _ 2. No
D) Did you participate in the evaluation of the in-service program?
1. Yes I___ 2. No
E) How valuable was your in-service program?
1. Very valuable ___ 2. Valuable I___ 3 Hot valuable
15 - Do you think that social studies teachers are willing to participate
in an in-service training program on their own time?
__ 1. Yes _ 2. Ho

16 - Please give three characteristics that you consider important in an
outstanding social studies teacher:

1.

 

 

 

 

 

 

217

17 - Give the three major problems faced by social studies teachers
(List these problems in order of importance):

1.

 

 

 

 

 

 

18 - Rank the following areas according to the need for in-service
training programs for social studies teachers who you work with in
the school(s). (Rank 1 fOr ”most needed” and rank 6 for "least
needed.")

A. Goals and objectives

B. Subject content

C. Teaching methods

D. Instructional media

E. Student evaluation

F. Developing learning environment

End of Part I - Please continue with Part II on the next page.

218

Dear Social Studies Supervisor and Intermediate School Principal:

The second part of the questionnaire is enclosed. You will find
forty-two statements concerning teacher competencies. These competen-
cies are assumed to be important for all social studies teachers. Their
importance is £23 to be evaluated by this questionnaire; your perception
to the ggggg§_should focus on the degree of the actual 2339 of social
studies teachers who you work with in the school for in—service
training in these competencies. Also, Item ”3 asks you to rank in order
of importance the 5 most strongly needed competencies for social studies
teachers among the “2 competencies.

You may see that the social studies teachers have already gained
some of these competencies, whereas you may see that they need training
in some others. There are no right or wrong answers. The objective of
this questionnaire is to determine the actual need of social studies

teachers for in-service training in those competencies as you perceive it.

 

 

 

'U 'U
G) o
>~ 'U >~'U
.—1 (D ---1 d)
on "U 'U a) co 0)
c: o a: 1: I: :3
0'6 '0 o
H a) o 4-1 1-1 a
u 0 0) O u 0
Examples: ‘9 5 z z m 5
Ability to determine the role of social
studies in preparing the students for work.
Respondent 1 V
Respondent 2 ,4!

 

 

 

 

 

 

 

The answer of respondent 1 is "strongly not needed” because social
studies teachers already have this competency. The answer of respondent
2 is "strongly needed” because social studies teachers are in need of in-

service training in this competency.

219

Part II

To what extent do you agree or disagree with the
following statements concerning the needs of
social studies teachers for in-service training
to develop their instructional competency?

1 -

10 -

Ability to identify different philosophical
positions for teaching social studies.

Ability to identify and describe the primary
educational purpose reflected in each of the
social studies goals.

Ability to analyze and evaluate social
studies goals in terms of their
consequences for learners.

Ability to construct and assess a set
of instructional goals and objectives of
social studies.

Ability to relate the purpose of social
studies education to the needs of the
community and society at large.

Ability to help the students to understand
that different pe0ple can cooperate in
pursuit of common goals.

Ability to demonstrate an appreciation of a
world which is becoming a global society in
which all parts are interdependent.

Ability to keep abreast of developments in
the social studies subject matter areas.

Ability to locate, select, and use materials
from primary as well as secondary sources
related to social studies.

Ability to demonstrate knowledge of several
cultures in the world and of their contri-
bution to the total human experience.

Strongly
needed

Needed

Not needed

Strongly

not needed

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

11

12

13

1t:

15

16

17

18

19

20

220

Ability to recognize and select appropriate
content, concepts, and methodologies from
the disciplines which will lead students to
experience the uniqueness of the several
social sciences.

Ability to recognize that theories and
generalizations of social sciences change
in the light of new evidence.

Ability to introduce different models for
organizing the social studies curriculum.

Ability to promote the study of historical
experience, cultural patterns, and social
problems of contemporary Saudi society.

Ability to provide instruction leading to
the acquisition, comprehension and problem-
solving application of knowledge.

Ability to diagnose the entry knowledge,
skills, interests and needs of students
and use the results in planning.

Ability to use resource speakers and field
trips as techniques for teaching social
studies.

Ability to recognize the controversial
nature of social issues and to promote
objective discussion and study of
sensitive issues.

Ability to utilize various processes
relating to inductive and deductive
reasoning such as observing, inferring,
classifying, predicting, comparing and
contrasting, interpreting data, and forming
and testing hypotheses.

Ability to develop understanding and
appreciation of similarities and differences
through the use of techniques such as role-
playing, simulation, oral history, and
social participation.

Strongly
needed

Needed

Not needed

Strongly

not needed

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

21

22

23

24

25

26

27

28

29

3O

31

221

Ability to identify and employ techniques
of values clarification or moral reasoning
such as open-ended stories and dilemmas,
and examination of value-laden issues.

Ability to select and use materials from
the humanities such as art and literature,
as well as materials from the social
sciences and history.

Ability to utilize audio-visual equipment
and other mechanical aids related to social
studies for improving instruction.

Ability to develop skills in making and
using different instructional media.

Ability to use recent technological advances
to enhance teacher-student interaction and
student-student interaction.

Ability to select and use materials which
accommodate the needs of individual
students.

Ability to select and use current sources
of media, such as newspapers, television,
cartoons, etc.

Ability to develop media materials for
remedial purposes.

Ability to establish appropriate performance
criteria for evaluating students in social
studies.

Ability to translate instructional objectives
into terminal behaviors.

Ability to use a variety of classroom
evaluation techniques appropriate for social
studies, such as observation, meetings,
involving students in self-evaluation, etc.

Strongly
needed

Needed

Not needed

Strongly

not needed

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

32

33

3M

35

36

37

38

39

“0

H1

”2

222

Ability to plan and carry out evaluation
which will include the assessment of progress
in knowledge, skills, attitudes, and
abilities, including thinking, valuing and
social interaction.

Ability to constructively use evaluation in
helping student progress in social studies.

Ability to seek feedback from students about
the course and the teaching of the course in
social studies.

Ability to review student progress and
achievement records to assess the effective-
ness of instruction in social studies.

Ability to integrate into instruction the
cultural environment of students.

Ability to counsel and confer with
students.

Ability to instill in the student the
will to learn on his own initiative.

Ability to stimulate growth of pupil
attitudes and values.

Ability to create an atmosphere conducive to
freedom of expression within the framework of
respect for others and their contributions.

Ability to communicate and interact with
parents and the community.

Ability to find ways to develop and encourage
student independence and responsibility.

Strongly
needed

Needed

Not needed

Strongly

not needed

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

223

“3 From all the 42 competencies listed above, rank order the 5 most
strongly needed competencies for social studies teachers in order of
importance (Rank 1 for "most important," and rank 5 for ”least
important." You may respond by using the item numbers instead of
writing the whole competencies.)

1.

 

2.

 

 

 

 

End of Part II - Please continue with Part III on the next page.

224

Part III
Please answer this question in your own words as much as you can.

1. What do you do to help social studies teachers develop their teaching
competency?

Thank you for your participation.

APPENDIX B

Questionnaire (Arabic version)

225

P)" 0.1“ 4” f-‘l

‘1}__s.‘11 0..—0L.)

'L——-‘:‘ OFJU‘W‘ s-‘b-r fine-‘3 a) 05—1 65-“).944' o'
:_..JL.5;_51 ”I; a1 OS... garnet “1..., .guawuwn
.W'W)JJ|9LL¢1-1~FDM Jn—pb Ji—u‘q L'J-Lk—h 1.“

HwWI ".1pr a“ “pay4wupw,ul g.
ml...» $4., 41,...” a...” .91.: «1.1.3 annuals . 3...)...» “U1

“BL—cu .1,,.s'.ul:.1_.,. ,5 P1,.) 01 ,-t;...'~u rat.)
c—-'n-" UJIQLaq-‘JI J'PJ'VJJ-éLq-l- s.d.-.11 ,5)”; (5.1...

. Q__L=.:_.1,L~L.. a: .I,,.5.d1:..,,_t1u_.z_..l,m.i..
Ur”. “3“ HUJMU'Hz-‘v‘o-‘éaww He's: 4'53
3.“.le 41,..." $94.99!;- 4.4—at.) 1"" OW‘JIM

.3.....:JI:1_.-:1..,_oi.-.u

J?" ,__.:.n "1.41mi... ”Hf—.3 ...s 3.5,..." gag...” g1
H3wa1filfllflUHMZL—3 char—z...
u,._.:.~ ..su 31.31:...541 1.1 .oL..,:..YI 1.3.. “impugn J
JS._.:.:°.1_..,,_.:_..,,1,0,.;:1 51:4,... 1 5.4111,; q..1 “1..
.41....11 41,419.”qu1, i—rJIeM—KJI a. 3.5....

u__11Z.__.nL'..,‘1| 41,.” rjaeLqL. 4.4—.3 «1.3.31.5..11,

QM..." we‘ll—$.11 r___i." 0‘ 0?... ”J L"; . 95", L.‘ J‘U'J'A—J'

226

(T)

'H J‘u" all; H7..LJ’,—ko. LP

..1__-..,1..,I £2.99: L...:.,_-. new”... ”highs: 4.1
uJ—‘L—U-‘J‘ JL-fl J-rr- Jamar-5: “—0- MJL‘ oLv U—'
:—.- 0;:- t-H 31-h:- J—J's—L-Ae-J' o1, ‘—--“-.-:-L—U' ...m
F—‘xP‘J-WJH-‘g' ar-‘th-w‘g:
.2...L.-..,~u 41,.” r,“ 41...;

eL__:.,Lq.l 0)., 1.1.: 0%?! UL; 41....) LUSH—.5 J—T LJ
..LJWIJIFA J,4.&..:.,L1$.J1 WELL-s...

J_..... mandamus-n mammal-wad uJ—e

z.__.,L..-.:.I 3.4L; 910.. F5,” H 3.4,..th .J_.;,L_.,;|

L..L:..,it.-.L.I,..J1,,_1.; 01.411ng Lee-WK..." 1.91:1
.b-LJ... ,5 HI rI._.1=..:JI 1:3

r‘L——o~5
v'—-"" ...m ct...)

227

(1’)

g)". 'g 7"

'7

 

 

~,__.51,1U1.JIL,L.‘J1,LJ(M but? «11.1.: 9..
g ,1— L...: “5.1.1.1, my..." 9151513.,Lp‘il

 

 

 

 

 

 

 

 

 

 

‘
1-3
5 r—- :r——--*J'-1
___“ -—:t-v~a—--1
———-1’1-\'oo--1'
—-—r:-r-o—--r
——-\"1-1’oo—-t
———:t-t-o—--o
-——£1—too--1
—.(_..a..-y
___—Ali bean-A
1 :L...L.:.-_.‘112Jl__..11-y
. .:
-~.-5———-—J-1

c.3’r-———- - 1'

 

.fir—"JJI ”5.1.3.1., Lostsandl,

 

 

IIDHHDHLIH

 

 

L l

H.

 

 

 

 

 

 

228

(i)

:3————3¢J3,J' - r

L’szl J'F'J'J‘L‘ - \

:L-"J—n‘ J—"H-fi—J' -t

 

 

'I_ #4."-1
d’L :r" -1'

 

: we." j,l_JI:,L.}. L,..s..-..J ”3191,41 44...; - .

* :o'J34-1

 

EVE-“W, J,J - "

WHW' J34 - 1"

 

1 :63‘ J34 - (
“AL-”avia- Jr’ - °
Wine—3.1191,!» - 1

6,; A" J34 - Y

 

L4,.) ethyl-019‘ H - A

229

(0)

:mfl‘r‘u-efl u'L’ Led-€44- u:le..,.1:1|. 1

U

 

 

n
L fi‘v‘” -1

5.1.31- ‘v
yum ”141”,“?! -.-
‘3—_.pL:g.‘11r,L_..J1 - ,;
L .H:_ .
c-éwo-w—il - 1

 

 

 

 

PL...” .. 1

 

18-l9

 

 

 

 

LlLl
DU

'1 .5;
20-21 ”—H’d °

 

22-23

 

 

 

ll
Ll

{hi-be" Annie-33 (5.1." JJ-r" - 1
24

 

 

U

HJHIWIZSLJI .,
,——i-Tuo———ad-L-¢ -1'
u 4,314.1... -1'
“gnu—1.1191,!» .. ,
,___..-.T.d___., -e

 

25

26

 

 

 

 

 

 

 

 

230

(1)

,0,”me 4.... “mug: u.1_.1.,.

:L’Lzeil 41,...“qu Jzfl'h‘b'rl‘ -1)

g j,_,

 

 

...— 1 ’~o—~L—5‘-1’
_ é'fi-e — lap-1'
— ~‘vbk-1o— luv-t
_ L—Jale— 11%-e
___— 3-—-3-1'-— 110-0-1
__ L—L-f.o-——f—fl-Y

27-28

29

30

31

32

231

(Y)

 

 

 

 

 

 

 

41,—11JPLLLJ19LDL39Y1’91,HJ1 J 111.15,“ 4.3-er: - yr

:,__él..J|c-._J,J1 Lf'iwr) 4‘ - 11'

J,“~11.._.J‘ lung... -1
h,:1..:..1I 14...)!
um: .4..»:

4,914.41 He -~.—
“31:114...."
.31er a

c—O’MO‘ 6,533.11.- -..-

:LJL'JIe. 1.3.11? 091.)! 02—1-41 Juugyl

Wm

3)- 3: 03-3;- u:—' 'r 9—

 

 

 

 

 

 

":—-" gr?)- -1
'e._...eL:a.‘11
u—J 4': x 441-?
3.51.391141,“
L...) 4.11 0'

"3-4' 1:9 4- -\"
POLO“.- 11
3__:.L:.JI

“J'HLQ. an
:(L ‘1'

232

(A)

 

 

 

 

 

 

 

 

 

 

3: I l 1L",.:J1e1,,u1el.te.i.:.11¢1¢u ,3... .1. - , ,;
1—1
* F—d :- ,
— ’ - V
.JpIelfiu, “31,991,151 t....:.,:..,1..,i1.:..:111’ 1.31
:4-35 ‘ c...1.:,w:...,b - 1
36 I 3)’-L——":d.__e -3.
3, ' ::,,.u1 ..1.,1.L.1....-.J1 use-.431: .1. -1,
r—-“ -1
___— ‘I - r
38 ’ f3),§‘u"r—~i: J95)“ J... - J
—— r—AJ c,
‘1 - v
39 ' 1 L,.,.-.J....-.11u-.11:...,1-.J1 5,111 «1.41:,» -..
1___J.

 

 

2__..1.5J1'1.::1W.n.11 reflwg h,::._,:, «1...: 4.. -1.
1 F1, .111 ”.11sz ,1913Lq5115 mp1..." cuts) .13.:
4o
. E __ __g _,
‘1 -1

233

(1)

41,...11w1... an... up; 01 meme. : -1_L.1j..1’ ~11

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

, _. - 1
41-42 , ‘

1!——1——. n Y
“-44

FM“ - r
45-46

.Lg‘um... 1_,..:,:¢.:...L.:..‘11

‘F—_""“ ' - 1
47-48

I——I

___. - 1'
49-50

1—1——-1' - 1'
51-52

 

 

 

 

H43“ .3" Mbv—huw'°WH'fi-‘b -1A
,_.:S$U(H,.:,,-1.e.1'z_a.u1-L.:11_,.5
{Ln-‘JJW111r5x'LrB':L—~‘

 

 

53 E ___... 3515.11 a1»‘11,z.1..11t51.1_.‘111 .. 1
54 :3 —— “L—‘J' G—fi‘d‘F‘“ "‘-'
55 12:21 — m—‘u'u'J—L ""'
55 E ___ L—‘fil‘m J’L “7r" " "
57 E —— M'F 4'33 "‘
58 E __ z_.:>I.JI'5..-.L-J|'a-—:.JIL..:-,

awe-.41 .11 13.21.111.53 o- 4,313+" “-21

234

(1')

.J'——‘-" 5......"

#14911 45.41094... 65.).»

Mia-146,4... .5301, o1..;...111¢,_. g,;L.-.J1-;,_,..11,._..1.1....
..L.L....1¢., .2...1..-.._.~11 41,..11w,.1.c.1°u£.sL-=U—e- ore-o):
gig, ~1 g1....;._.~11 IL. 91 11:...u..~11 .1,» h«...)Align-1.15.11
ut—"u'vl'L—ESJ' 4.21-9' creeLi-L-v a) .51-‘ij 05-” '—o-'-“ ...J:
.'z__.._..11-1_::1:....0.e.-.1,,.1.1 1... wt;

u1151...; .1410... Jé"1—ifl1di—DM “.131”; ...a,
411—wa JL..2_,1 01., , H81H1JLw1-u1fle
duh—...zre 0%‘11 ILA'WJHJBHLLA ,1Ln-aLc1-e'
..1... ,1. J,....1J:_....-.J1 -L=1.___,,..-.11 c__.1,, 0112...]...ifl «1:144.
.1_,.11:_..1.. h,5..1.;1 ‘52-; 5.1191-w1

w—LH1LJU191‘LKJ1 out.“ 01 (u- , 3,3311 “stall-J1,
..._..... L_,.,-.,: g1,:_.1_:..11-1.:1W.1_-.11 “411.": cued-1.16
-1 Leah Leta-1:)

 

 

 

 

 

 

 

 

. .JL—i-
HbHuEu. ‘ """"
EA ch- 34}... - _

aL-I,.1J1,,J 4.4—n: ”Leela—0.11
...OJOOCJOOO‘OOV *U'J'H'Hub’i'
eeeedoootleooq‘o‘ze .‘L—‘U
IE'EYIIIII.......
H1LD,'LJSJ1OL'J34_:¢ELJ~U1AJ(1)9)9194-1' .1

eL-"in3J J1 (“33.L-K“ 0:1.) Mid-3‘
131...,3'LJSJ1 ..L. k,.11':.1..:.. 51.2.9.3;5 (11 Paw-L.” e
OWN); 11'" Cu." ‘1,'5‘1..iSJ| MIL—b uh...— ‘1 g.vX—ng

9

 

 

U H

 

 

l J

 

 

 

 

l l

 

 

I l

 

H

 

235

(11)

Lela... 91.11,.J1 0.9.1.9191... 4.4.31 01.4.1
2.4,___~..112__..,,..1.11'ASL_.J1 u-5

ale-1.31.“ 631,2..s'vb1Jul11c. 3191,1535“. 51,11 .. 1

who ‘3" u“ 31,5911 349‘

"Hrs” J H...“

 

 

n—i . .
s’-'- k... 61.... E" 3 L g“
11:11.1 5““ .13 ’

 

L_.:..m1 u:1,.:'~11 .......- $13,131-,

 

Wag.- J! “504.3, (5310-1—51!
.2...1.-... ~11 41,41w,.;.s1.t..1

 

.1,_41s1u1,.:c, 44...: u1..:,.1.:.J1. 1-
wa-w-"gk 1.41-ass... mules-‘1'

 

sum 0..-a”... We, :1... ”53,413.11- 1

 

, .1,.J1,.1..-...1..1.1._., u1.5.1.11” ,
.1...” “~94. eon-2.1. Maw

 

 

 

 

 

3,25 dba'uiupwl'oul... visas—i." - ‘1
.J—-.-1 98,..qu wwwl

.‘ Ha1u1m

 

 

 

12

'13

15

17

 

Fl

 

Ll

 

 

l 1

 

 

 

1

 

Fl

 

 

236

(11)

 

 

3JL #‘J‘

 

“H “Lee—fie... «Lei-q 4.0.1,?»

 

. L-Mbb ‘11 41,..." JJ...

 

Q1JL.,:B,L..L1JJL‘. 0.34.51...

 

ol—reUJ-e-"Le-JU cm: gum-w
.2...L...~11.-.1,,_..11u: L...L,...1

 

M1545 vie-J'JL-‘i‘59r'3” £43541"
3——~u$-3-" c—‘U' o-Lr-li-J'a—JU‘":
0..-2.1%..‘11 UL. $1....)U' 4.31.: 15"“

.2...c.:..11:..1.:.,~11,,1.111,1,.,¢e1..:.

 

,_....1...11,.-.1,,_1-.u101..11,.1u1..:,..111
5..) Jflzuup Y1r,i.d1.,2.L.-:.J|
.2.1.,.:_...'L..L.UJ1

 

"his Jun... 551...: rut—3: chiral"

 

HE]

 

 

 

 

Jus1,:.,u.1111..':1,2....,,u1a1,._u1
thA-J' QJN‘Hq-Ubb ’1

 

 

 

o-‘JL'HL-d' 013.9 or"? Umm—w - v

Jabfi-sg. LghLLasb. ”1.354.111- A

J',‘ {1&5JLF'H-brfli; 0143,4-11'- Q

 

20

21

22

23

24

 

l l

237

(17)

 

 

 

E " ch... ch... 39,-8.1 - 1 4-1
1311.1 3,51 9 E ‘

 

 

 

¢__ddh§fluwaJH~+B‘}abaifl-p

babel-er"- 1": r-c-U' we'll-5J1

5.41.51.41.19 JUN'M ul-
or—H-e'fi

 

 

l l

 

s—DLLJLJNIWIUfi “Lab-LU. -11
,1...-..1, rebels->5 rash-.64... 1.3
. gist-...JIW1J 1,5, 1..., «11.3 J:

 

Ll

 

 

1,.,...11e)1..,11¢.:.u-..11uu,w1-w
3_...:L.:.J1¢_,.vl,..11. Wlhabb
eWIJ-fllu; LDJL—‘J—b 3...;sz ’1 ‘2'“...

 

 

l

“epic... ~11 tum whorl-.11 u113,13." -111
'4—_—o"lb,1_~baw. .. észn—II-J. '
-u-"-"r may“! 1.1.2.111

 

 

 

 

2.3.1:...11aru193.u:..:1u1..:,w1 -1:
JYAhYbeLYInSJ-uhuulgu
.WI . 5L2... ~11 . 111.141,;
‘°‘—-)-‘-J'n-i= , “L411 , u,u..11
oc—Leo'fi'jl-fi-bi-iha:

 

 

 

 

 

 

 

Lil-s. 111, ...w...,1.~.->1.1.JI...,,.; “has." -:-

‘11SLJI.(J.:.'JI)J,..J11._..~1 JLUXt-am

 

 

25

26

27

28

29

30

31

238

(It)

 

I.

an

' p 1‘"

 

D

 

 

L,1.,.;.11.-.1.3._,_..:.11r1.1_..-..1u1..2,...2.11- :1

91.3 1.1.4211 .J,1_::,.-.)15_:..11, 2...,-.2_11

”.211st 1.1..- unfitw1
...LLMWJ: ”22.3....” ..1,1...11,

 

 

 

Ll

0.915.), '14.&L.1,)L:.i.l “1.5.1.3312"
a 531.531, 0,..2311J_‘..L.2L_:‘11,.,L~11
Hb’1vl-‘J1U—QLV’ (AU-LS,

 

l7

 

 

125.....‘11, J:1..,.11,_-,.. 2.1.2:...11 u1.512111. “-
h.,.~.‘~112 .1.L...JI 25.9311, 20.4.11, 2......"

 

 

 

J—-- u-‘ *bH—J'xr-B chad-Uh 1t
.2_2.1:..-.112...,.1..-.11 $1.,” f1.1.2:...1,

 

1

 

 

2,,Lu11...,1,5.;11,1.....-..1,_,1..2,...2.11 - y.
1.91—Lila...”4_11 .st‘w—A: “-5
$.92... 1...,3...)1_U1j..1.2: ell-LS,

 

 

 

Ll

 

 

 

l l

 

 

 

 

LLYIJJLAJI 9,1..35‘11 $3,456.11- 11y
(ML—“'3; lug-1&1, 3’93."
..,_.-.1’ 1:" 6939' r341: . oxJ-i-U'

 

 

 

 

32

33

34

35

38

37

 

 

L l

 

 

1 J

 

1 I

 

 

 

Fl

 

239

(10)

 

..m 1.

1:

‘l_

.41

 

new 441—, J—‘uo-L‘ an..."

3.31.2931 41,11. r—m .1: J L‘DL. “59.1.:

J'- W'9M1M 3).—0J1.“
or?“ "?W. 31'4—515—3

-1'A

 

H.4- 2_.:)1.U.,,1.2.,....a u1..2‘,...2.11

~11

 

L_.,,,,.-.11...31.t..'~11 j.,_..: g,.1..2,.._11.11

55.1.13 0:... 11% " 41,1... ”JILL-.11

-r.

 

r5 e_.n,..’:. 5,5 ,1.cs.:..1u1..2,.1.2.11
J',———-’1c_. {he Max-H1 rah—i:
.93—31.2.11 0 2.5.3141 ,J_:.2...1.:.. 31
6.1.1.11 ”2.2.11 ”1.1 ”1.....wa 4,,_.:,

-1’1

 

 

H

8411,.2211q.,1_1,1.u.:.1u1..2,w1
c.4151." ”1.3: u-L-u-L-J ”Le J—«H
.91—_hlq5‘11 . 91,1..." , ebb...” u‘
”Mighty!” L-rv‘ “9543':

. u..L_:.~11 1.1.2.11,

-1'1’

 

 

 

H

 

 

 

 

 

”1.3,; ”3,11“, o1... any...”
.2...1..-...~11 .1,» u: “.1..."

-1'1'

 

 

38

39

40

41

42

43

44

45

l 1

 

 

 

l

| 1

 

 

 

 

 

Ll

 

 

Ll Ll

 

 

 

l l

l |

 

 

 

240

(1‘1)

 

‘)

‘ . . -- . :‘l‘

 

FéJtv-qamfirm'w ”Legal '1'"
gall-11341.41 Jfifiggfl”
J's-10": JA},—HL-LLJ1

 

nglruehh. “Loyd-111-1-g
L—r'Uf—weBJ—e-‘u— £15,4—“;
clunky.“ 41,..." U‘H'u'

 

culmwtgon ,,1..2,.1'_2h .. n
c,— 2_,.1.;.. ~11 41,415.21” 2.21.2211

 

(”any—H1 “9,2, .31....le uLpL-L—Ul - fY

 

“.215.” 12123.1“ u.1...3,.1..'1'1.11. YA

 

 

1.0- u." 1.5.331” JL~1$3}~AJJ' - ( e

 

 

 

 

 

 

'1._..,"31c..)_:1.,.J1JL.a;‘JIuL.3,.1.iJ1 - :1
c—‘Lfic J-fiU-l J-L-J' ,yL-J‘r-fi-J'. ':
.2.,.1.-...~11 .1,.J1j1.... .93—944'

 

 

46

241

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(1Y1
Jr-J
.12.. ’F“ .h-u-Eh.‘ .
édk'cu*'c .323 yLk, fd'
.._. 1__2.h.-- 5,1. .31....1,1...2,.1_2.11 - t:
._J .41—1.41 2.11.214 Mugs
.UAJ1M 0.314.“,
jun. s—p L..32_...',.11,2-1_2S¢,._..°‘~11, ”.3110. - "a...
.3._.-.'2 11.12.2410. t...1 1...;1..,_.:.-.1-1_2$u_...
h... I_,.,:,,2...1..-.11-1_:1 1.,.:2.,..,.e 91”..
0 H3
,}__-YA—qébJuflfl_flflrL&LJonykhfi'
Z___...1;_<5U(Hr.2,11,_k.;c_.~L,.-..US
193”” (9,9,11,
47-11: . E - 1
19-50 D '1'
51-52 I — - 1-
521-54 —‘ - 2
55-55 I E - .

 

 

 

242

114)

c.4131 H1

“,1...“ 1.1.9.1. uJ1_.-.11 J13_.JIO_..,__,1

 

1.1.1.431 ‘11—... ,1..." 9914...)! '1, 4..,
1’ 2...1.-.._.~11 .541“: gwmes ,_,.3

 

—v

 

 

 

5-6

7-8

 

 

 

9-10

 

 

 

11-12

 

 

 

13-14

D HHHH

LIDHHDUHIIH

 

 

 

15-16

 

 

 

17-18

 

 

 

19-20

 

 

 

21-22

llllllH

 

 

 

coefS£5LI_—£- ~,Ls»!,.‘§....—-‘-

23-24

H

243

(1")

..b‘" 9% 711

'

 

 

...__£1,12..:>1.JI2_,1_,.~11,L.1(M bulky-MW
w)... 1....3u1.1.3~..1_k.,j1;__.11¢1_:1.312.__,1_..11

 

 

 

 

 

 

 

 

 

H
:1

 

 

11,-1-
1'1—10
rt—r-

if. — (-
£1--ie -1

0‘-.. -Y

13

u...
w
u—

1’1—1’9 o—-t
u-
u-
U"
U"

0. CA

:hfiL-bg‘ll 1.11—...J1 - y

 

 

-~.—;———-1-1

c.3'r——-- - 1'

 

idle-JUL... u1_.2..,_.,.,..11:_.,},1_...:~11..1__2,'~11 ,,

 

 

 

U

 

 

 

 

L]

 

HULMHMMWU

 

 

244

(i)

:2___.ua,n - r

Lab-l J'P’J'JJ‘" - 3
HIS—9| 4"... he, - Y

 

 

 

f? 4.1..“ -3
JP <2" -\'
..L ALL." -r

Y LAP." J,4J|3JL.}, Lhac...i “F'Q'H' a“; .. o

k %?J)J-‘

 

L—fiqin-izo-r-J J34 - Y
wash»! Jr: - r

g v.3); k1," - i

 

VS—vr‘ hay-.0".- Jr’ - °
u,i|3w|¢L3,Jl - 1

J? L1J’J -Y

 

L4”: q‘ Lu}, 0"” rJ - A

ZZiS

( ° )

 

 

 

r---- :LraouuLJ'z-éu-’.:L‘ Lré-Ghliu- uFJ'3-r53' - 1
[7
1—~ gfi:u=J' - I
53'4" - f

umw,,1...1:,._,u‘il - ,-
1_1 1_,;r_;J| _ .

 

 

 

 

 

 

 

 

 

 

 

 

 

OUL AL.” -Y
lB-l!) , ”___in ' ‘
__ . '1 -9
20-21 ; , U_"'"'J '
22-23 ‘
1—. :‘L—fiolp...” «git—i: d—U‘ 4.1.," .. 1
24 l___

 

 

L—Jr—J'i-rv‘J'iiL—J' -1
,__~'T mv—-—-’ «J—e - Y
Lr’ 33‘ 41-¢ - Y
2__.S.,.'1n4..-.JI.:.L,~J,JI _. ,;
,.___._.._.a§T JJ————————q - o

 

26

 

 

 

 

 

 

 

 

H

246

(1)

0

3:90:16?" ul—A-g “cal—4.34%.: 6141-).

uni—“‘1!

— -— r’L—‘JH

Ill-E

:ng‘ll “HIM”: ui'ohsJIglfi. - n
414 _‘

L éwo—J—J‘-Y

 

cabiupo— )0..-f

°':“"°— 10..-:

Q‘.- ,‘ Cr-o

z—‘p‘ocF‘fi—fi-Y

247

(Y)

gun: 41,.”ng “9,2! ”.53.th - n
.(J—fihbil ;I,._JI ”Fur—s.)

 

 

L I

 

27-28 5

95-4.— . .— 3 9.. —. f
‘ o — ‘ GP — r

)o—Ho-—t

95......
L_.....
L——=-r~-no—--°
L._...

'0.” -‘

. ($.45 -I,uu1,L_s)z_.,4.,¢Jd_:fi_s

thug—4.0.. 4.31.. ‘

9'”. O -I ‘ W. — V

29

248

(A)

4|,.___.J| JPLLJJIQI‘LLU',¢.I’J_:J' Us 4331...... 4...”:
:L-cJLiJ'éL—‘U'r HUI Wu“ u-5 2.51;... ‘1!

 

 

 

30

3|

 

 

32

 

 

33

D HHHD

 

 

 

34-35

36

L7
L3

 

 

 

 

37

ND

 

 

38

 

39

U D

 

 

 

‘Fjr ‘P
_ — — —

o- ’51
OF?)-
__

___. 1_‘5L:q-Y'J[,JI"_1,d--t
z-——-————1,d-J"’_____3
.___. .___. .___. Z_‘DL;q.y' J!,_H ".y.&.-f

. -l_" .

KL #Jl ,'

 

$95,..." 152.1, m: CJ1 .1145... J...

'1._..:..1

 

Jupugwuusggw 4.51 ”3,2,1... ~1qu IJI .

C...u,,_nz_...,1. _ 1

 

 

.L;,.,..1 “63),.LJI34... _u,
73),“. CLAW" ' “591—5)” .J—b -..9

 

.____._. ‘1 - f

t:,,.a._.ll,__...~" 6.6:..SJL; ...La - a
__ ,.__.: .‘
-— ‘1 -\'

{Rh-5A! b‘2.":......,,,.L-..II3&1.“o.r.l...,..i..-.,»l. __.
-——3-t-.i- - Y —— Men-ni- -\
.____. 3.L_¢L‘n§ ..r

- ‘Y

- 3i

40

dl-42

43-44

47-48

49-50

51-52

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

249

(")

thwl'u1wwi 5.4,, 32.31..”
trymflw -v_,.-.;I M31W'FQJL?‘
___. ,—_.~' - a

___— 3...:

0.5,.__,.. L195): a1,.-...:¢.L.s.,..-.)l_: ‘Lb: J_.T - ,1

 

-»

 

 

 

 

 

L,___,.L «‘95; L_r;1.;,;:i_r_J.J hLSI.:-~:)L$‘¥.;S1 - \V'
.3___,5L.:glil J[,____.H

 

-v

 

 

 

 

 

53

54

55

56

57

$8

250

H')

ADI-29‘“ ab...“ WprbwULfllgLa’éflng) - IA

,‘—S§U(H 9,-1al'pwu-u1wwwuum
13......“ “w (1) H). .L—fx', Lug-D1

__ Lawt,z_uum.u'w _ ,

—— u——-ur-"a;——l- -r

 

 

3——....L£J'.J3L_.,Jl _(I
—-—- vx—H'HP—x-O

__ L-Miwuwlw _1

 

 

UUHHUH
l

-A-A-‘AAAAAAAAAA‘AAA‘AAAAAAAA

w-v vvvvvvvvavvvvvvavvvvu‘

. “3L3." 5..." £111.33th 0.. Jfil 3...." Wm

251

(H)

“IL—A." 3_...II

2.5.9:.” LJJJIJJ.” Lat-:91! J5..." 4.9,. .50..»
High 634—: «5.5.15 QL‘.,:..iI 0.. 0;an ‘3..Jl,_. ILA
3—--“e-: ~3~"-'-.-‘“ J'r-J'u-ad- O'WLJ-L-S'i-L—e- m‘:
5....5, ‘1 $4.31 1.3.4.01 mums: 45..." WJQeI'USJI ..L.
Eu... JJhM'LKJ' 41.2.1.» 9M g1 dug, 05.4, I..:....1 UL.

saw: -t_;:1-._..,,..: 95,44 )Lqu! L";

owl—is." chat... ”gangs! 41,...” 6.9.1.. C,1“); .u‘,
JJ—LV'MIJLLUI'LS1W-L‘31ufloflhrfi1w u;
15.. 0.44.,» ubu,1z_.....z_,L._.t «31.3.. 52...: .JL..2...1uL.,
z__..L;..yn 41,.» w,+.12..L..UI.=.L,|__JI *ufiohhsn
(___,A 1,1,; “mu-um k,x.. JHJLJ‘HI «1.21%.: 6.1,, an
.\_,..Jtz_..L. u;

J—fi‘ H1Um'°"m' o-Ju‘: 0‘ (if ) 3:1“ JvA—Ub
2.....qu 4.21 2.0.1:.” yum...“ 41,..JI,_.,4.. L...5 Ema-us
- ( Han-.1) Le-‘L-tfl‘w- Lr-n'v‘: "51—53 Lea-0-

 

 

JL :93 11,. ct-q :JL—3-
C h: " o - ......
3.»; C “""1‘

.00 co. 0.. (I!) éL-‘JJJ‘J,J ‘14—; LP;JJ-“'
000 co. to. co. .J—afluwl J'u'ah‘u’iI

 

 

 

 

 

 

|4___.,z-Lma “3.43.1.2. cawun 01;; ( 1 , ,3)“:
1.4;”; an Chg-w! .5... 2...... Y’JJ—J‘ 01 gr...
Q‘ M LLB, .34.; Can-5994..." 0‘ ’53 (V ) .‘JJM'

252

( \()

LsLseflalrJl 694.955 4..—Luz! oL-e'u-J
LJM'L—grd‘ifld' U";

‘1
A1

 

 

1.1.1.31. e'—~ aU'21—é"b‘,L-J‘c- gé'Ph‘a—i‘i-L’ 191:" - ‘
”—1.: 4.....1 9.2....“1 L..:1.....,.:uz_..1.:.. ~11 41,..." um...

“FUD-L2“ ”J! €12,311”. .9...,.-.11 J Hsvus

 

 

n—i . - .
‘- Ifi—J CL’. EL... . ‘ 4A!
C L=~ ”)4. .3 '

H

 

 

 

l

 

‘a__._...|_J:J' ' | J'JJ‘YI 4,4,; “bad” -3
.91—1... ‘1' J|,_J‘u..,)4: “I” 0.23.1.1“!

 

 

 

l J

 

...sL... ~11 41,419.,aa1u1

 

 

J

 

41,...119'14..1 ...x, 4.1.... ”1.3,..." - ‘-
-._-,;-.Lc-Jlub Lea-bead; tailed-=9“

 

 

 

 

‘3'”.‘1'0-3-‘9-9- ran-'5: "-9 1153:433- i
.2...1.-... ~11 41,41w,.uuw1,zw1

 

 

l |

 

.1,.J1,.L..1..1._,, u1.5.111» _ .
. Lari-L” Ua-E’a—MQBL-Z’Lp 91.2.1!

 

 

l l

 

 

 

 

3,53 d‘)a|ui~_—)LH'34.5L. gb‘oJJJfi .. 1
.1._.,.1¢,..¢....-J11.u.-.a. wwwt

.LSfi—LJ‘H‘LW

 

 

 

253

 

L.)1_1.1 3).: " '

r571
(%-

 

 

osZJL—érJI—d' U‘ip c“): wild—U! - Y

 

 

 

 

 

Jugs? .9...- L'.....L-. “1.5.1.111- ,1
. L...,,;,L...1.-... ~11 41,.” 4.1..

 

 

 

 

11

..UL...,.1:,2...L.1,J1... 0.3.1.1....

..G—gfiLZa- ‘l‘oL-‘J-ULcLJyJ

 

 

._..._~11.-.1,.,__m Us L,..L,._|

 

 

”31.3.11, dW'JI-éi-EJrI-U' u-L‘TU-‘JJ' -11

2.__.;.u1 5.31.11 ¢.z...t.J|.._.JL.‘YI,

C,_..;.1._a.-...~11L,.1.. 4.92:4! “1...: 6w
.2.....:.JI'..1.-..~11.,1..JI1,2;.,9.:1..'.

1‘1 11

 

 

 

._..u.J1,¢b.'.-.JI Q1 .41,» ”142,441! -11
fl...) uifistLb. ‘1! ”1.4pr
3...... 1.4.2.141

l6

 

 

 

 

FL: “52.54:... 551.4,...1: 1,145.14” -11-
___. .1...1.;. ~11 41,..." CALL

 

 

 

 

2")4 35—1—5.” '\—_.O_ 5.2...." ”1.5.31-1:
Jw1,2.,u.Jt.LL..-'~u,z...yuuc,1fi_._11

 

l8

 

 

 

.fian' gJH'rb-‘UE—K-LL- 7'

 

 

 

 

 

 

 

20

2|

22

23

24

254

11%)

 

1mm

'1 -.fl

 

 

 

 

 

 

J__.;L.: 3410.”...11fiu; ,JIJBJJJJ' -1.

3JJ-—U':'-.-L~.-=-‘1‘: f—f-U' u-L‘vN-U'

J-J' Jib-4' J7- JUfi-J'é-HL: UL
-r--r-!-'.-')=

 

 

U

 

I J

Vy—UUfi-J'W'U)‘. “143,41" -1'1
{1.5.3.5 refit-'23“: c—v—‘bLHG-L-fe U
.ul—é'dlwl Us ...a, 1......115 ,JS

 

 

 

1p,ad|¢.)l.-,J|934Li:.iluki,wl-w
“Alwyn WIHJU,
.w,.-.slua 1.,1..::..1,L..1.-.. :11 41,41,

 

 

[

 

.41....91 1.1.1311 ”1.4,..u1uuzflw -111
UK,L"JJW’JM;H'

. gag—3)- JS—filefid' LLAUI

 

 

 

2.11241 .5,_LJ'0.34L3.‘.-‘1| 0.1.2,...” -11
u,11.x...~11,,_,:1,..;.;...31,,s.a;11..:...;>1....11..15
...i._...;11 . C1_-.;:...~11. $34114.
'°‘—-)-L‘-J'n—-h ‘ (KL-'3” ‘ 1425-"
°°L-r"'fiJ')L-9'-":"-“r‘:

 

 

U

 

 

 

d

.012. 11, ...:.11 ”1,911.11...” 032,413.11 -1.

‘115LJI.(J,.:.-.11,,,.ut....1 $.24»... 4-

.2..:.L:.. ‘JILSJLgJI,;_;.,J1;,11;1”JI

 

 

 

 

 

26

27

23

19

30

3!

l l

 

255

($0)

 

-1 ..le

 

 

D

 

LwlglJMl 51.1....» $3543.11- '3

91.5 1,1...4111 J,L.-:,c.>1£..-..J1,:...,-.a.11

r—JJ‘U'J—B J-P‘ o-Ub‘in-A-r‘”
2.31.311”; 33.41.115.41,

 

 

 

0915.43,. rid—51.1,)LéLI ULpZJJJJI- y:
a 5,1415 0,—3.1! J;- Z....:L..:‘1| ”4..-J!
.Hn." ".31 31.211,

 

 

l l

 

55.9511, $1.,» 0.341....“ 11 L,1..35..1.:..11.. “-
155.621; 4.1.41 35......‘11, W1, 2......"
”—94:41 55...... “.6251.- 1...: um

 

 

l

J—-‘ 1.5" 9151,11,; aha-hi”- H
.:_a.1.-....11:....L.-.11 .J:L.,JI ,1...a.:..1,

 

 

 

H

:,,L:411..,1,::.J1,1.L..:..10.L.35.u.11- to
.33....lew5u! J..1..a:5.5_.: u;
0* HULL" JJLJ: «11.3.5,

 

 

 

 

 

 

H

 

 

 

2.3.2154Ld155m11ub35w1- w
.d__..a11:J.:.L,.1.,_,-.;_1,;J - 1

 

 

“)""T a" 0929' ry-J‘: ' arr-it”

 

 

32

33

34

35

36

37

U

 

 

 

 

H

 

1 l

 

 

 

H

[J

 

256

( 1A)

 

0
.-

'1'

 

bwfllalfiIHJJ: “63.31.. '.....,,.L...‘
J:- WI¢M!J_~ CLJJ—‘J

 

...«-u- wau...‘ "1.15.1.3.”
4.91....” 31,..11 3...”:

 

’ngl .51....“11 49...: ”1.5354..th
-+—-U 05—1: ”aw-L «1,1... uJI'...1....11

 

”—3 «..—5...?- .35.}: t.1.L.-..--...1“51.352111
J',__.J|¢.. ‘31:. Lea—LBJ! ”.3:

 

 

 

13.1." " 1.31—J “4.5.1.! h+£9.15."
fi-JLU‘ {a dag-L3 UL. J-o-H
~de” . @151..." . .551..." as
“‘1‘" #15545... L". hey-1.3.15

 

 

I]

 

 

u_.,..1,.: H.251...;.1, n... abywu
r__.l,:._. 0...; “52.1.5.“ “L...
.2...L...-...~11 41,41 Us ”4....11

 

 

 

 

93L" J-='—-: Harri“ ”1.35.5111 - u

 

38

39

40

4|

-12

43

«M

1 5

 

257

(1‘0)

 

..11

 

l

 

 

g—é'JL.‘Y-1>'J.,.)LLJ1¢.._._= ,_,1..z,...u1
- L-r-nux 13,—1.5, ,_,..1:....1.:..JI

-\"i

 

 

fl

J—Me-JL-LfiraingL; 514354.111
L—PJL“; Fun oJ—w,J o.— uUJ, 51—94.:
.L...L:...~11 41,..." Jfi5u1

 

 

 

 

 

 

“3).—L" L-gfl Or-eL Lo” ”1.354.111

.LH) “a“ J);

-n

 

 

Fl

-YY

 

 

 

 

L,.;1.'1.JI 5.1.211 55.1.11 L....: um, 4.01
.1..le d 4.,

-VA

 

 

 

 

 

 

 

 

2.0... “11543.,” 4L...,_ ,ub254_lJI

 

 

 

 

 

 

 

 

'L._.“11._..,.:L,..JIJL..:~11Q1..:5.;J1
1.. -L_-.. 1.1.5:. 5.1.4 L,1.....11.__.-.._...11,
.2...1.;..~11 41,..11 JL... 0.52....5441

-($

 

 

258

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

HA)
{fix-1c“- CL“ ‘fjjJ 3:1 ""‘"‘ :4'
45 1—1 Ma'- JJ—L JL—q-g‘ $354.3." - (f
.UA-n M OJ'U',
1.3,.”
.-.1-L__a$,_..5._..1¢_.. nag-1.5: 0,...”‘11, H110. - (r- ..
.L_.s’iL..L:.11 41,..." ”_5+Jz_.u1 0.. ,...1 1_,.:1 JP:
.1..:....-1 ..... L...:5,z....1...11-L.-.:1 “3...”: 915,4
1.2.... 1.4.5.5.. 1...:w1rufi FL.“ 915“)
.(‘a—p...‘ Jim .9. F3)" Lyn-.‘m .‘ .r—JJJ' Th:
47-45 "
49-50 - 1'
51-52 L - 1'
53-54 I ' - (

 

 

 

 

 

 

 

 

259

(1g)

l—JLUI 'J__.Jl

5,1...” 1.1.91.1. u11.:11 J15....110....._.1

 

50.1.: L,1..:...1.:._.~11 45.110.54.34... 11.4 a... H 1.31..
'u—u-fl' Jg—o-WLB'

 

 

 

5-6

 

 

7-8

 

 

 

 

 

9-l0

 

 

 

 

 

ll-IZ

 

 

 

 

 

13-14

 

 

 

 

 

15-16

 

 

 

 

 

I7-18

 

 

 

 

 

19-20

 

 

 

 

 

 

 

 

21-22

 

 

23-24

 

 

 

 

ccafS——J:L‘_——En‘,L_a 5;L_._—3

APPENDIX C

Correspondence Related to the Research

260

MICHIGAN STATE UNIVERSITY

 

COLLEGE Of EDUCATION 0 DEPARTMENT Of TEACIIEI IiDL‘CATION EAST LANSING 0 MICHIGAN 0 «nu-1014

July 2. 1987

T0: Henry Bredeck
Chair, UCRIHS
238 Admin. Bldg.

mom Hilliam 11. Joyce MU .

SUBJECT: Exemption from fall comm ttee review for attached research

Attached is a copy of Dhaifalla A. Al-thobaitey's research proposal
entitled, "Middle School Social Studies Instruction In Saudi Arabia:
Perceptions Of In-Service Needs" which has been approved by his advisory
comittee. He are asking that you approve, exempting this proposal from
fall committee review on the basis of paragraph It on page 3 of UCRIHS
guidelines, and that you give Dhaifalla clearance to proceed with his
research.

I!" ' u an .‘Ilhkuluv In». Fg-al I Want" heal-un-

261

MICHIGAN STATE UNIVERSITY

 

umcomonmmmvmo MWGOW'WI“
Hum sum woman
”I WWHON BUILDING

mn ”was July 10, 1987

Mr. Dhaifalla A. Al-thobaitey
1627-L Spartan Village
East Lansing. Michigan 48823

Dear Hr. Al—thobaitey:

Subject: Proposal Entitled, "Middle School Social Studies
Instruction in Saudi Arabia: Perceptions of In—Service
Needs"

I am pleased to advise that I concur with your evaluation that this project
is exempt from full UCRIHS review, and approval is herewith granted for
conduct of the project.

You are reminded that UCRIHS approval is valid for one calendar year. If

you plan to continue this project beyond one year, please make provisions

for obtaining appropriate UCRIHS approval prior to July 10, 1988.

Any changes in procedures involving human subjects must be reviewed by the
UCRIHS prior to initiation of the change. UCRIHS must also be notified
promptly of any problems (unexpected side effects, complaints, etc.) involving
human subjects during the course of the work.

Thank you for bringing this project to my attention. If I can be of any
future help, please do not hesitate to let me know.

Sincerely.

76775 Leta-{L

Henry E. bredeck, Ph.D.
Chairman, UCRIHS

HEB/jms

cc: Dr. Hilliam H. Joyce

"$13 as a. Allin-suns Arline/FM Upped-lily Imam-One

262

KINGDOM OF SAUDI ARABIA

“IN“? N muss ”WW

ng,~fin§y~__ah;LA§“
omen-:11 2»):

 

 

 

‘
on u-quan mum Afillfilmh
masses mousse-as .bfi‘ifil‘.
FACULTY or EDUCATION 7.5;:ng
Damauflbc -€dé‘
—
‘ / \w. ~ ab"
fl" ' E"
w- \ "Q‘ an»:
ékfiéfl
53,..." “Plath...” ”36L.—
h-H, "OAS“Jp’AUIanx'I‘fx—n
4‘5"” this” r-U' 144-Fol anaaum W'e—‘whm'rck "-50
“lfilgemuNIaLMIE-g—UMWJDJ e M’I,‘fi”‘dfi
gunning,» . 2.19154...me Israel. as uu-uu-v ...15u1
oaIl-A/IIoY 2,1,...“ “.41 a”. 151.31
‘ci-nv-'nflflJhflwn¥q-AnfihLAHKL—QL)
94:146st r901)“:
eeeeee Jfl’rw‘HbJHe
__ufilw w
‘ .33
\e\“
4.1—s) Ara-116““
PA”! 33“ 15,15 1.,.v-oov\\\s:J|,.... W“ ”35.3..
wumrmn-m lum- mm... “_mmmu... 3.3511191...» 1,3,,

mnueaeunmu 1.49—'1, Il°°l\.Mu-‘s

263

 

 

r9)“ ”511.111,... ...,..__11.,.,._11.:1..J1
\focn [t\l\\\'t- ,I,__.: ”,wigmnnn
f§h\§ \\T\ waw‘éI-h-J‘y-h g‘

ddfl‘ébuIé'bq

Pal-Jinnah ,aiiJ'au-r/h/n tubs Y/fAfY/fI/l/VTPJJ‘Jfl'u-h'u!’
-~‘I-'-r"' d'H‘uw-B Jr" Jug-“324’“ xv)" uJ‘I “3.1-3“ "PJ'J' 4““)
¢——oI-‘-, Y/l'1l’1/YI/I/I'YPJWLH-“u-la- auUmI-eJ‘p-h “IL-u'figI-‘b,
lt-‘l/H/II ..é‘h'I-rn' tub tr blF-e'r‘e‘h-‘ufi-U‘é-v *h‘v-‘it-i/I-ln
; Jb, t/ntt/n/i/rté, W'aL-I5anLeJ'J533-‘th'figlfi‘h,
--1:-A/11/113-Lo-=u=-ph34-J;§U‘-=~ «tenant-Hun:
,y—Ié-J‘pUg-bit-V/u/H élJb’IlIIr0f‘JMfiJ‘u “__3JLl—m‘rgb‘lh,
14.11,-..“ /y(.y ...15.» 4.11:.1..¢..:......1u1.-.1.,1..11¢....-.1a1..u~.1..1.,
..e\{.y/\v/f‘_-uibflILLgJIaL-IJAUus-LFJI JJ,3aI.a—WI,~
HUIQIQABLuL'L»,

HLJJ‘I
h—l’ua5( Jam tow-«1114s 1 (v.11 9.9.3 w:ubaa-"Jmal=-o|-1
45.11.51...th ..1,.11,z.,....=.1.,.1. 1...: , 1.55.14“... -wIeLutuIclg ...1.
- ..5 t -A/ in: o- b‘v-‘e‘n-H- éx 344” ~33“ “W e-‘JJ‘ .r" .I..,:.JI

...s..1..5.§.5.:::..-...11.=.L....1151. \-
./‘/>' J

 

 

/" \

L ,5 QWI’A.
. \ \. J
z}? .

JP ’1’_LJI .3...— CH“ aha-e

 

sale-It’d. “JLAJ «..-file. [9.
h,__JI...II._...3|5..I| Ssh-.4 [up ffWULfi—U I1! mL—U fl...“ WYI “Ln-I Agni": I1!
‘0‘ .0“, 4.1L" WI fb,a. 3.1L...) /¢HJI,)I,¢IELU I1! ~JUI oJIa‘II’a- fish—J [Us

u-u‘“ a». t-‘U' Aswan-1 x... w-11 u mun—1 m Sara-'1 count-‘- I...
(oh-.45) End “3 chJI .54.." LIL-.1 A, aka!” ”.531! “smug”... :.:L...I I1!
. e-eeUIu—Lp- BL’ MIC. A, ( ~3pr ) ”3.1-Nuns.” OI’J’Je 3aLs—J A,

1-L -“ Je—U la :1...v1,.1..1..-.:11:,1..~1 lu' ...1:..11, was" I.»

L fwa'éuA-pu A, 5,___S.3..|J [If ”laws-Alla.” [‘f

 

 

264

23M~éfl1fi
:Efiuan?355
{\AJIAIcf-f-Il-e
M

JAM—S-

KINOOOI OF SAUDI AIAIIA
m 0 m swam
an Ill-m W
W museum

museum “my“:

 

TO UK T HA CONCERN ; M

This is to certify that the Arabic versions of
the questionnaires for the Ph. D. dissertation entitled ' fliddle
school social studies instruction in Saudi Arabia : Perception
of in-eervice needs ' are an accurate rendring of their English

counterparts .

Chairman of be English Dept.
erzh- S;L.
Jamal A. Sheshshah

\

 

 

 

an. ass as { uvvut I an: V“ A»: Jr'-
csuuseerunn: as-euaa suns uvnu is. w ,1 n.1, 1,35,
masseuse-sea 7.1.! 553772“ 1.1.3.1, "mumps-‘3

265

2.3.1,...” L99." «1.1.1
.31...» F’s—Ill" 3513,

Afileih-ah
a“ ans-I 1:» u.- I-Ie- «a
F . . 1

 

 

 

 

 

eee cl":- QL": 1.“. by f‘v-l‘ f‘I—u

gm... ,4. a... «5,! M1 3”,»). ...u: “law: 5;...

91,1... 4..»; ) W’s,” I'M-e89” .115...» my. 4,1. ,5 “WI LII—,1

out “5.2.41 ‘:45...» ,1: my...» u.,...11 ,1 bus...“ .11).): 9.5....

(Lush. M’s-II, 9"" OIJJ 1.3,! 1.45..." '53” 0' and... has.”

d-l-W' u" aka-h" cries-'- o- .u‘i-J' cps-=4 p-J-v c:- 4..“. r564:

up": Adi-19" J's-4' u‘ ova-h: awn-v3 oner o-JHJJ'J phi-".9
- 159.341,)“:

5.5.}! cu: '51,,

‘—--H-” M.)
“A..." ecu—II, WI 13$.le
1,141 ,l but...

’11).)

L J

 

 

 

 

Fun-inhumane“ "u-vwl-oe-u.j
mums—anaa-m Cough-5:“,
”__N-Mu “4.4-pilultufl
muhfl «auto ‘H
I—wm «.«.«.-

Lrs-Iom-mu __ -'. «mu )0flj

 

 

“H

'p\f

\- i/J.<./.‘4.u\-;

‘s’HI

321:1.

..f.‘/(-.L.A.!

:dl;,'..'h

..- Se-Ef-'_'.a-’_'.Lrh-U-!'J.J

{ii-hon

---«—o..- . . . -.

“1‘ \J’; .I

H)A;II"A”...J.‘.I ". file)" ‘0‘.

‘,._.'.,._...'.JI wl’.s a..UI -.L—,.e

266

'4’ {If I, ’3 I 1‘
11,11 ', ,1 ”95.9,..-

I
\ ‘\

1'...» w-J1feuudlnfit.)1
QJLJ 1 L141:

prLp-raJ-dl

- . ‘J“"‘|
‘0'

r-....,,.’e.'.l, éNLLJ'IJIJfl
-QIJJ’ éNIJIJI

J-«v—«l‘ ” .9 I‘d—4‘

”and...” “1..., P9” ,Ls J9.» / “L‘-

, 6 'u ‘50]. (3"... rue.”

l... J ...I‘ne

[b-5-a.itbl'—¢ .’.' \‘,~)-e ...A‘. . 'fi'

.|.'.‘

as. 'I - e \a "0." .L09.’

.IIJ ,I .l’.

\ \‘l P,

.0‘
a

(.f' .L‘l K. [-

ar—-—-,‘J. o." .Lga |’- ‘H..

”#3. ‘ ' J. to .
.r-II.’
TATWIII/lfihfi'fl) 1:0

'. v45?

-. )..e‘. .”
J‘s-11

IV‘A‘Qe

1v:.\...I.-..,w

“\elu‘ Jun.

267

(996%?

\. ML. 431:»: 2,. Qwsammgwu
\‘...J\. . é/(. v: lit-"u QJUILJ—é)
. «awash.» JWJ-fl‘

..- 9.4.1-3.:‘1 449-}!2'4‘5- .: LBJ-h and”; gNIJL“
5*." , I...“
ofiul H)” M’ ”J.” (U )1“ / I‘h"

a JA,’ 0 O—L‘fl’ 3” 6.0” H (u
‘F—‘é’IJ'y fi—U'H '. L's-1’“;

- -—-oo -«- a “m“ a. 0..-c .n- Ounc- o~ - .--oo—

 

 

 

 

_-__.-:..‘-'_-‘!‘_\k!£'£. "' ch-J' J '4 ' 0"" “U . ' #6"
c C"
«N
I‘
on. o a“ IFS)
VII-6J3...
9.,»51359193 5”] LuiJIJ’I
\
4:: 3*
'J
' H.474: Era-‘4' 4M by
. “fl
,1“- ‘0..‘0 ‘Cfitj e,“ t"“‘.
. "nun 98'
ATV “/1055‘056 “ l .\ édfi {y‘g“‘ JR,

268

\\1 p .
. ‘ h\ ' J .‘ .
\’. 'l'fij‘Jn'“ .Io‘ ’11! tth.-.t‘\cgdbu\x‘fwl
QzA/g.,l (uh: .f'Jo'n ..J,I‘Jl;’1.£)
. ' . . . .-.-- -“ - ;"‘.‘..“"| ‘.$~A~‘)“~JLJ ‘ OI . ‘
”_ _.-___~_-uJ.u U1. 3m”; . .- A..,\, ,- -’3"JJ'*-’*""‘L"IJ""
‘ " 'afl' .-lu'JJ”,~;M‘J'J'

PJ” -3. --.‘JLJL, “’1‘“ I!“ / 5.3;..-

l 6. , ‘ ..L . ’ O 'u 1 o. a ’ 'o n l. '01-"
.._.- - ‘)--#H. . I." J. J ‘ ‘-JJ' 5‘- -‘ loo, r.‘ .O
-— _ . r9:- ;L a. ." ‘i'. ..,4 ... 'hf .' ...b' I. - Jh'.‘

...—_- ~o~

DRY
L K\ C. N

‘(p

I a

' 1,’0-”)J._.,‘...I - '. .II .4.. ..";J -H

 

H 6
(’ ' F
t‘ I
J)- ‘J""' | s . .. .. -I .
r :H'“: 1‘. ,5 . .ll .- ’5,” ‘1);
m-.-_ ... ..--- u 0"?
' “- '-°---"- -- . --.¢—‘—-3—‘—'fi.=
3.4....- "J.‘0 , “ J“ 0“».r‘ lV‘fi“)
...u:

n-IA I 1'53"
TATWIR’NVxfiaHHJi \\ . . . .. -. .. I Y“

' IV\\I\\‘

269

5;.2‘,~.J.’,’° ‘J'Sfim
dJl—l” 3J5:
A) In: aid! 1» 3w"
his." 4 U!

Hs": ' J.

‘C‘ICCWDU.

 

 

,,:..J! z'«

: 2'.J*P* ,I’JQ'

. . I
:J-‘—! v 5.3.1.9, 4'." 0..". +‘fib'y&"

r—-—;J “fl": Wfl'cwu LL," ‘3'J\"--h b‘fls:d.' ..‘"U 3,13.

"___—qlh" .b', .U.~_~" / JL‘“\.'-‘L‘5’ -v‘:'5." _l\\ g of [V [Y 0‘ 3 u:

WLL o ;)b"-:'.co)|uh.” ~‘c.; .‘o ,fs-‘Ih ‘

J...\o . —.,!-JL‘ ‘9 ".~L

° 'J’." 0...”? a #w'nk. ‘1‘“r «L3 “‘4.

 

““ o rfdl. r‘."|'. “\~
L \‘
A’s-LBW
UL—pfl'ku-bfliub-rfiu'w\-‘ )\ r/‘-"L'
uL'.‘ 3,-4-
“sg'L-JQ u
”’4." a..- Les! .-~6.- -~.-.J"-’ ..

270

emme
. @szst
“‘“flw' JJLJHJUJ

1,1,3 my em Lu mm

K
. .....-..,-T“..........._.....~._any” A \Q'.’\/ < /\K tum /..\..[\‘:’.\. \‘Ag\.‘(.\l;

. . .......... ..... ..........6 Wi‘. I .')--' J fiw' a fi,“

”ta—"flunk. «ls-,3“ Llfifififfidl

-.clS” ..lJl'...,rS.br-)L.Jl
gnu-1'.) uri¢-";—9'~.—-Lkv Hwy 41' .5..- “r“
..__-...,. 4...; a cunt)“: 4... 4.7 . . pr 55,45 fun. .J._,;..n
'9‘“, .1,“ '0“

___},uIaLuunLal In a.
\‘ .)
“___—lbfi'bb Jpn-.4 ...Jr/‘yp/r
'U'L'i'c “LU. M3,;

ova-:- Jig-OH“ (x‘J‘ IJrW' lfL-U' )um'J' W'Js'r a-Jsr J93”
“’9‘" 45.."

 

A'V\v0\ o A!\A¢n 4:1,»

{UR-\\[\‘.‘B

271

 

mean» 0: sum mm . @MHAM

“MY OF summon

 

 

 

cm mm;m~ no ovum. CAJLLUUJ)
mammal-m. . .3. L " O J
_ w... Wu. f "1““ 1
m. —— ‘ALQLJLL ’HV-‘HDJI
DAY! I ~ FW‘M
“N31- Jar-“It
flh" OIL-’3." ‘ LJ-h’dnffi.“

-: 4..., .. 4:6” ..UIZ..,,S.L,X.J'

v-J ”HI“ ,3, ”an, wmw oLdl'oJlail ubufiuvwz,ul
Ab,«o'mwc-'yg.u Muyww/Jumw ,awt . mum/u
.. “9|, 43¢... .J..,.......: .J.|.: . oJuJIVJlaJIWa

uu Jig—N cm, 42“
V It.

NH ”‘4‘”

 

 

6,93” Eva-=3 ‘r

272

A?) ”2| {AMILG'
dngwum
Ari-"AIME

)GDOM OF SAUDI ARABIA
mum" or mun moose-mu

H'Qufi W

 

 

 

IAIKAI auuumun Sty—{ma
FACULTY OF EDUCATION 2.4)?th
Curricula Teaching Department grad-$3, #9.?

M
an tum:
on: Jan,"

ahfiul
,J__:_~.I “flu“.auh
_l

 

4— AY, .00 t—d‘eruyfg-b;‘l
Aug—4M HJPJIyJMLh-‘l Pflm gl ,3...»
'wéofiibbh“ ' a.” ) 3|APSJIJDJ~¢LU “but sol-0’.“ quJV‘

h———-‘-J.,-—-l ‘H—é’ f)” "J—D' AEJL— 00 J11

.9": 9,9) éw‘J» oh:

(Ivar @JOGW
”“62“; (@4123) C.

 

 

. (RU/u
awgw”
0:097 ‘- ’ “‘ ‘2

 

 

W“ a”! JJJEI‘
“Hum r‘zfl‘e u.»
hob-3.1:uu ..us ,9:

7.0. It): :m «3,3. ‘-1-' - mm“ - .",;..
GAIL! IMO“? I!!! Al. - M'IA sums a,” u -moeu non-u
TILE! «one mum 81

BIBLIOGRAPHY

BIBLIOGRAPHY

Abdrabboh, Bob. Saudi Arabia: Forces of Modernization.
Brattleboro, Vermont: Amana Books, 1984.

 

Al-Ghamdi. Abdulrahim Mashni. "The Professional
DevelOpment of In-Service Teachers in Saudi Arabia:
A Study of the Practice and Needs." Ph.D.
dissertation, Michigan State University, 1982.

Al-Ismaeel, Abdulwahab Umar. ”Selected Social Studies
Teaching Strategies in Saudi Arabia Secondary
Schools.” Ph.D. dissertation, University of Kansas,
1981.

Al-Saadat, Abdullah Ebrahim. "Assessing the Inservice
Training Needs of Teachers of English as a Foreign
Language in Saudi Arabia.“ Ph.D. dissertation,
Pennsylvania State University, 1985.

Al-Sahlani, Salih K. “Secondary Teacher Competence and
Teacher Preparation Programs in Iraq." Ph.D.
dissertation, University of Pittsburgh, 1983.

Al-Sahlawi, Abdulla Abdulaziz. "Role, Skill, and
Knowledge Perceptions of Senior High School
Principals in Al-Hasa and Eastern Province School
Districts in the Eastern Region of Saudi Arabia."
Ph.D. dissertation, Michigan State University,
1987.

Al-Shawan. Abdulrahman M. “Social Studies Goals at the
Intermediate-School Level in Saudi Arabia: Present
Status and Future Needs." Ph.D. dissertation,
Michigan State University, 1985.

Al-Shehri, Hasen Rafea. “An Exploratory Study of
Selected Andragogical and Pedagogical Variables
Related to Teacher Preferences for Approaches to
Their Continued Learning." Ph.D. dissertation,
Michigan State University, 1986.

273

274

Al-Wabli, Sulaiman Mohammed. "An Evaluation of Selected
Aspects of the Secondary Teacher Preparation
Program at the Umm Al-Qura University, Makkah,
Saudi Arabia, Based on a Follow-Up of 1978-79
Graduates." Ph.D., Michigan State University,
1982.

Al-Wuzeinany, Mohammed M. "The Perceptions of Saudi Male
Faculty Members at Colleges of Education in Saudi
Arabian Universities Toward Public Service
Activities." Ph.D. dissertation, Michigan State
University, 1987.

Al-Zaid, Abdulla M. Education in Saudi Arabia: A Model
with a Difference, 2nd Edition. Jeddah: Tihama
Publications, 1982.

 

 

Ary, Donald: Jacobs, Lucy Chester: and Razavieh, Asghar.
Introduction to Research in Education. Chicago:
Holt, Rinehart and Winston, 1972.

Asharq Al-Awsat, the International Daily Newspaper.
"Ministry of Education Conducting a Symposium about
Social Studies Books and Curriculum." Asharg
Al-Awsat Newspaper, London, Sunday, December 7,
1986, p. 15 (in Arabic).

Azmi. "The Assessment of the In-Service Needs of Junior
Secondary Social Studies Teachers in West Sumatra
Province, Indonesia." Ph.D. dissertation,
University of Iowa, 1986.

Bakri, Talal Hassan. "Factors Influencing the Use of
Instructional Media by Middle School Teachers in
Two School Districts in Saudi Arabia.“ Ph.D.
dissertation, University of Oklahoma, 1983.

Banjar, Fowzi Saleh. "Attitudes of Supervisors and
Teachers toward the Social Studies Curriculum in
Saudi Arabian Secondary School." Ph.D.
dissertation, University of Denver, 1984.

Banks, James A. and Clegg, Ambrose A., Jr. "Teaching
Strategies for the Social Studies." In Inguiry,
Valuingfand Decision-Making, 3rd edition. New Ybrk:
Longman, 1985.

Bell, James W. "A Model for School District Staff
Development." Paper presented at the annual meeting
of the Association of Teacher Educators, Orlando,
Florida, 1983 (ERIC Document Reproduction Service #
228 222).

275

Best, John w., and Kahn, James V. Research in Education,
Fifth ed. Englewood Cliffs, N.J.: Prentice-Hall,
1986.

 

Borg, walter R., and Meredith D. Gall. Educational
Research: An Introduction, 4th ed. New York:
Longman, 1983.

 

 

Daresh, John C. (ed.). Introduction. Theory into
Practice, Volume XXV, Number 3, 1986.

 

David, Douglas A. "Staff DevelOpment as a Vehicle for
Curriculum Change." Doctor in Education, State
University of New York at Buffalo, 1986.

Davis, Hazel. "Profile of the American Public School
Teacher, 1966.” National Education Association
Journal, May, 1967.

 

Davis, Pauline C. "Teachers' and Principals' Perceptions
of Teachers' Inservice Needs." Ed.D. dissertation,
University of Akron, 1984.

Dhafar, Talal Obaid. "A Survey of the English Language
Supervisors' and Teachers' Perceptions of the
English Language Curriculum in the Secondary
Schools of Saudi Arabia.“ Ph.D. dissertation,
Michigan State University, 1986.

Edelfelt, R.A., and Margo JOhnson, eds. Re-Thinking
In-Service Education. washington, D.C.: National
Education Association, 1975.

 

 

El-Rashed, Ibraheem Mohammad. "Influence of Teacher
wait-Time and Question Level on Eighth-Grade
Students' Science Achievement and Attitudes toward
Science in Saudi Arabia.“ Ph.D. dissertation,
Indiana University, Bloomington, 1984.

Felder, B. Dell, and Schomburg, Carl E. "Developing
Social Studies Competencies: Directions for the
Future." Paper presented at the Annual Meeting of
the National Council Studies, Detroit, MI, November
23, 1981 (ERIC Document Reproduction # 212 549).

Fresko, Barbra, and Ben-Chaim, David. "Experience,
Education and the Inservice Needs of Mathematics
Teachers." Teaching and Teacher Education, Vol. 2,
No. 3. pP. 245-249, 1986.

 

Goodlad, John I. A Place Called School. New'York:

 

276

Grandgenett, Myrna M. "A Trilevel Assessment of In-
service Education Needs: Perceptions of Teachers,
Principals and Area Education Agency Personnel.“
Ph.D. dissertation, University of Iowa, 1978.

Haas, John D. "The Uses of Rationales, Goals and
Objectives in the Social Studies." The Social
Studies (November/December, 1981).

 

Hartoonian, H. Michael. ”A Guide to Curriculum Planning
in Social Studies Education." Wisconsin State Dept.
of Public Instruction, Madison, 1986.

Ingersoll, Gary M. "Assessing In-Service Training Needs
through Teacher Responses.“ Journal of Teacher
Education, Vol. 23, No. 2 (Summer 1976).

 

 

James, Barry N. "Client-Centered Approach to Inservice
Needs Assessment.” Paper presented at the annual
meeting of the American Association of Colleges for
Teacher Education, Chicago, Illinois, February
27-March 2, 1979 (ERIC Document Reproduction
Service # 174 574).

Joyce, William W.: Alleman-Brooks, Janet E.: and
Orimoloye, Peter S. "Teachers', Supervisors', and
Teacher Educators' Perceptions of Social Studies."
Social Education, May 1982.

Katz, Stephen Samuel. "A Study of Social Studies
Teachers' Perceptions of the Utility of Inservice
Training in Meeting Classroom Needs." Ed.D.
dissertation, Temple University, 1977.

Kerlinger, Fred N. Foundations of Behavioral Science,
Third Ed. New YOrk: CBS College Publishing, 1986.

King Abdulaziz University. College of Art and Humanities
Directory. Jeddah: King Abdulaziz Press, 1985 (in
Arab1c).

King Faisal University. Admission and Registration

Director . Huff: King Faisal University Press,
1985786 (in Arabic).

King Saud University. Directory of College of Education
at A ha. Riyadh: King Saud University Press,
1985 86(a) (in Arabic).

. Directory of College of Education
at Ri adh. Riyadh: King Saud University Press,
1985 86 b) (in Arabic).

 

277

Knowles, Malcolm S. The Modern Practice of Adult
Education_from Pedagogy to Andragogy: Revised and
Update . Chicago: Follett Publishing Company, 1980.

Kuh, George D.: Orbaugh, Tim; and Byers, Kathy.
"Designing and Conducting Needs Assessments in
Education.“ National Inservice Network,
Bloomington, Indiana. Office of Special Education
and Rehabilitative Services (ED) washington, D.C.
Division of Personnel Preparation, 1981 (ERIC
Document Reproduction Service # 215 994).

McClaron, Louisianna Clardy. "A Study of the Perceptions
of Administrators and Teachers as They Relate to
the Need for, and the Extent of Teacher Involvement
in the Planning Process of In-Service Education."
Ph.D. dissertation, Faculty of George Peabody
College for Teachers of vanderbilt University,
1981.

Ministry of Education, Saudi Arabia. Intermediate
Curriculum Guide for Boys. Riyadh: Ministry of
Education, 1971 (in Arabic).

 

Ministry of Education, Saudi Arabia. Directorate General
for Educational Supervision and Training in the
Ministry of Education in Saudi Arabia. "Educational
Training in the Kingdom of Saudi Arabia." Journal
of Educational Documentation. Riyadh: Data Center
for Statistics and Documentation, No. 14, October,
1977 (in Arabic).

Ministry of Education, Saudi Arabia. "A New Directorate
General for Educational Supervision and Training."
Journal of Educational Dogumentation, Riyadh Center
for StatistiEal Data and Educational Documentation,
Half-Year Issue #20, 1981, p. 116 (in Arabic).

Ministry of Education, Saudi Arabia. "Ministry of
Education in the Year of 1981-1982: A Descriptive
Report for Qualitative and Quantitative
Development." Journal of Educational Documentation,
Riyadh Center for Statistical Data and Educational
Documentation, Half-Year Issue #24, 1983 (in
Arabic).

 

Ministry of Education, Saudi Arabia. Directorate General
for Educational Supervision and Training. "Training
Guide in the Ministry of Education." Riyadh:
Ministry of Education, 1985 (in Arabic).

Ministry of Education, Saudi Arabia. Educational
DevelOpment Data Center Statistics Section.
"Summary Statistics on Education Schools, 1986/87."

278

Ministry of Education, Saudi Arabia. Directorate General
for Education Supervision and Training. "Report on
Trainees and Training through the First, Second,
Third, and the Fourth Year of the Five Year Plan,"
1987a (in Arabic).

Ministry of Education, Saudi Arabia. "Symposia for
Studying Social Studies Curriculum and Textbooks in
Elementary and Intermediate Schools in Saudi
Arabia." Journal of Educational Documentation,
Riyadh Center for Statistical Data and Educational
Documentation, Half-Year Issue #28, 1987b (in
Arabic).

Ministry of Planning, Saudi Arabia. "Third Development
Plan (1980-85)." Riyadh: Ministry of Planning.

Mubarak, Abdulhakeem Mousa. "A Descriptive Study of
Perceived Professional Benefits Derived from
Teacher Involvement in the Kent Professional Staff
Development Center, with a View Toward Developing
Recommendations for In-Service Education in Saudi
Arabia." Ph.D. dissertation, Michigan State
University, 1982.

Mukhtar, Hassan Ali. "Attitudes of Middle- and
Secondary-School Social Studies Teachers toward
Their Pre-Service Preparation Program at Umm
Al-Qura University, Mecca, Saudi Arabia." Ph.D.
dissertation, University of Wisconsin, Milwaukee,
1984.

North Dakota university, Grand Forks College of
Education. "A Self-Help Inservice Guide for the
Improvement of Teaching. A North Dakota Adaptation
of the Utah Skills Project." Prepared by the
Nbrthern Plains Teacher Corps Project, 1980 (ERIC
Document Reproduction Service # 217 028).

Northern Plains Teacher Corps Project, N.D. "A
Self-Help Inservice Guide for the Improvement of
Teaching. A North Dakota Adaptation of Utah."

Grand Forks, N.D.: North Dakota University, College
of Education, 1980.

Ochoa, Anna S. (Guest Editor). "A Profile of Social
Studies Teachers.” Social Education, Vol. 45, No. 6

(October, 1981).

Parker, James T. "Principles and Techniques for
Effective ABE Staff Development.“ Guides Non-
Classroom Use (055), The National Adult Basic
Education Staff Development Consortium, 1986 (ERIC
Document Reproduction # 274 785).

279

Pennsylvania Council for the Social Studies,
Philadelphia. “Social Studies Teaching Competen-
cies: An Inventory of Teaching Competencies in the
Social Studies.“ P.E. Philadelphia, 1977 (ERIC
Document Reproduction # 138 508).

Pisetsky, Daniel Raymond. "A Study of the Inservice
Needs of Teachers as Perceived by Teachers and
Principals in an Urban School System.“ Ph.D.
dissertation, University of Connecticut, 1979.

Post, Linda M. "A Survey of the Perceptions of Teachers
and Supervisory Staff of Inservice Education and
Teacher Skill Needs, with Implications for a Model
of Inservice Education." Ph.D. in Education,
Graduate School of Syracuse University, 1975.

Pucel, David J., and Allen, Deena D. "Handbook for
Workshop on Assessing the Professional Growth Needs
of Individual Vocational Staff Members.“ Minnesota
University, Minneapolis. Department of Vocational
and Technical Education, 1979 (ERIC Document
Reproduction Service # 179 813).

Rhodes, Gregory and Victor A. Smith. "Inservice Needs
Assessment: Social Studies Teachers in Indiana."
Ball State University, Muncie, Ind. Dept. of
History, 1975 (ERIC Document Reproduction Service
#125967).

Risinger, C. Frederick. “The Social Studies Teacher: A
Personal Profile.” Social Education, Vol. 45, No.
6, October, 1981.

 

Ryans, David G. "Characteristics of Teachers, Their
Description, Comparison and Appraisal: A Research
Study.“ American Council of Education, washington,
D.C., 1960.

Said, Ali Abdul-Razik A. "The Development of In-Service
Teacher Education for Public Compulsory Stage
School Teachers in JOrdan: 1964-1975." Ed.D.
dissertation, Pennsylvania State University, 1976.

Saudi Arabia, Kingdom of. "The Educational Policy in the
Saudi Arabia Kingdom." Riyadh: Government Printing,
1974.

Saudi Arabia, Kingdom of. Facts and Numbers: Achievement
of Developmental Planning. Saudi Arabia: Ministry
of Planning, 1982 (in Arabic).

 

 

280

Shoaib, Mohammed Saleh. "Development of Social Studies
Education in Saudi Arabia Since 1926." Ph.D.
dissertation, University of Missouri-Columbia,
1980.

"Staff Development in South Dakota." South Dakota State
Division of Elementary and Secondary Education,
Pierre, 1986 (ERIC Document Reproduction Service #
276 712).

Umm Al-Qura University. I'Directory of the College of
Education at Makkah." Makkah: Umm Al-Qura
University Press, 1985-86 (in Arabic).

Umm Al-Qura University. "Directory of the College of
Social Service." Makkah: Umm Al-Qura University
Press, 1987 (in Arabic).

UNESCO. "In-Service Teacher Education." Bulletin, 59th
Year, No. 234/235, lat/2nd quarter, 1985.

Voneschenbach, John F., and Noland, Ronald G.
"In-Service Delivery System Preferences Among
Social Studies Teachers." The Social Studies, Vol.
73, No. 1 (January/February, 1982).

Weipert, Louis E. "Inservice Education in the Social
Studies." Ed.D. dissertation, University of
Colorado, 1975.